body of life essay

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Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

• Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
• Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

• like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
• arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
• focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

• quotations and/or paraphrases from sources.
• facts , e.g. statistics or findings from studies you’ve conducted.
• narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

• Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
• For example, your argument might be significant to studies of a certain time period .
• Alternately, it might be significant to a certain geographical region .
• Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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How to write an essay: Body

• What's in this guide
• Introduction
• Essay structure
• Additional resources

Body paragraphs

The essay body itself is organised into paragraphs, according to your plan. Remember that each paragraph focuses on one idea, or aspect of your topic, and should contain at least 4-5 sentences so you can deal with that idea properly.

Each body paragraph has three sections. First is the topic sentence . This lets the reader know what the paragraph is going to be about and the main point it will make. It gives the paragraph’s point straight away. Next – and largest – is the supporting sentences . These expand on the central idea, explaining it in more detail, exploring what it means, and of course giving the evidence and argument that back it up. This is where you use your research to support your argument. Then there is a concluding sentence . This restates the idea in the topic sentence, to remind the reader of your main point. It also shows how that point helps answer the question.

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9.2 Writing Body Paragraphs

Learning objectives.

• Select primary support related to your thesis.
• Support your topic sentences.

If your thesis gives the reader a roadmap to your essay, then body paragraphs should closely follow that map. The reader should be able to predict what follows your introductory paragraph by simply reading the thesis statement.

The body paragraphs present the evidence you have gathered to confirm your thesis. Before you begin to support your thesis in the body, you must find information from a variety of sources that support and give credit to what you are trying to prove.

Select Primary Support for Your Thesis

Without primary support, your argument is not likely to be convincing. Primary support can be described as the major points you choose to expand on your thesis. It is the most important information you select to argue for your point of view. Each point you choose will be incorporated into the topic sentence for each body paragraph you write. Your primary supporting points are further supported by supporting details within the paragraphs.

Remember that a worthy argument is backed by examples. In order to construct a valid argument, good writers conduct lots of background research and take careful notes. They also talk to people knowledgeable about a topic in order to understand its implications before writing about it.

Identify the Characteristics of Good Primary Support

In order to fulfill the requirements of good primary support, the information you choose must meet the following standards:

• Be specific. The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. General examples, while they convey the necessary information, are not nearly as compelling or useful in writing because they are too obvious and typical.
• Be relevant to the thesis. Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument without delving into irrelevant details. When faced with lots of information that could be used to prove your thesis, you may think you need to include it all in your body paragraphs. But effective writers resist the temptation to lose focus. Choose your examples wisely by making sure they directly connect to your thesis.
• Be detailed. Remember that your thesis, while specific, should not be very detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view.

Prewrite to Identify Primary Supporting Points for a Thesis Statement

Recall that when you prewrite you essentially make a list of examples or reasons why you support your stance. Stemming from each point, you further provide details to support those reasons. After prewriting, you are then able to look back at the information and choose the most compelling pieces you will use in your body paragraphs.

Choose one of the following working thesis statements. On a separate sheet of paper, write for at least five minutes using one of the prewriting techniques you learned in Chapter 8 “The Writing Process: How Do I Begin?” .

• Unleashed dogs on city streets are a dangerous nuisance.
• Students cheat for many different reasons.
• Drug use among teens and young adults is a problem.
• The most important change that should occur at my college or university is ____________________________________________.

Select the Most Effective Primary Supporting Points for a Thesis Statement

After you have prewritten about your working thesis statement, you may have generated a lot of information, which may be edited out later. Remember that your primary support must be relevant to your thesis. Remind yourself of your main argument, and delete any ideas that do not directly relate to it. Omitting unrelated ideas ensures that you will use only the most convincing information in your body paragraphs. Choose at least three of only the most compelling points. These will serve as the topic sentences for your body paragraphs.

Refer to the previous exercise and select three of your most compelling reasons to support the thesis statement. Remember that the points you choose must be specific and relevant to the thesis. The statements you choose will be your primary support points, and you will later incorporate them into the topic sentences for the body paragraphs.

Collaboration

Please share with a classmate and compare your answers.

When you support your thesis, you are revealing evidence. Evidence includes anything that can help support your stance. The following are the kinds of evidence you will encounter as you conduct your research:

• Facts. Facts are the best kind of evidence to use because they often cannot be disputed. They can support your stance by providing background information on or a solid foundation for your point of view. However, some facts may still need explanation. For example, the sentence “The most populated state in the United States is California” is a pure fact, but it may require some explanation to make it relevant to your specific argument.
• Judgments. Judgments are conclusions drawn from the given facts. Judgments are more credible than opinions because they are founded upon careful reasoning and examination of a topic.
• Testimony. Testimony consists of direct quotations from either an eyewitness or an expert witness. An eyewitness is someone who has direct experience with a subject; he adds authenticity to an argument based on facts. An expert witness is a person who has extensive experience with a topic. This person studies the facts and provides commentary based on either facts or judgments, or both. An expert witness adds authority and credibility to an argument.
• Personal observation. Personal observation is similar to testimony, but personal observation consists of your testimony. It reflects what you know to be true because you have experiences and have formed either opinions or judgments about them. For instance, if you are one of five children and your thesis states that being part of a large family is beneficial to a child’s social development, you could use your own experience to support your thesis.

Writing at Work

In any job where you devise a plan, you will need to support the steps that you lay out. This is an area in which you would incorporate primary support into your writing. Choosing only the most specific and relevant information to expand upon the steps will ensure that your plan appears well-thought-out and precise.

You can consult a vast pool of resources to gather support for your stance. Citing relevant information from reliable sources ensures that your reader will take you seriously and consider your assertions. Use any of the following sources for your essay: newspapers or news organization websites, magazines, encyclopedias, and scholarly journals, which are periodicals that address topics in a specialized field.

Choose Supporting Topic Sentences

Each body paragraph contains a topic sentence that states one aspect of your thesis and then expands upon it. Like the thesis statement, each topic sentence should be specific and supported by concrete details, facts, or explanations.

Each body paragraph should comprise the following elements.

topic sentence + supporting details (examples, reasons, or arguments)

As you read in Chapter 8 “The Writing Process: How Do I Begin?” , topic sentences indicate the location and main points of the basic arguments of your essay. These sentences are vital to writing your body paragraphs because they always refer back to and support your thesis statement. Topic sentences are linked to the ideas you have introduced in your thesis, thus reminding readers what your essay is about. A paragraph without a clearly identified topic sentence may be unclear and scattered, just like an essay without a thesis statement.

Unless your teacher instructs otherwise, you should include at least three body paragraphs in your essay. A five-paragraph essay, including the introduction and conclusion, is commonly the standard for exams and essay assignments.

Consider the following the thesis statement:

Author J.D. Salinger relied primarily on his personal life and belief system as the foundation for the themes in the majority of his works.

The following topic sentence is a primary support point for the thesis. The topic sentence states exactly what the controlling idea of the paragraph is. Later, you will see the writer immediately provide support for the sentence.

Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced themes in many of his works.

In Note 9.19 “Exercise 2” , you chose three of your most convincing points to support the thesis statement you selected from the list. Take each point and incorporate it into a topic sentence for each body paragraph.

Supporting point 1: ____________________________________________

Topic sentence: ____________________________________________

Supporting point 2: ____________________________________________

Supporting point 3: ____________________________________________

Draft Supporting Detail Sentences for Each Primary Support Sentence

After deciding which primary support points you will use as your topic sentences, you must add details to clarify and demonstrate each of those points. These supporting details provide examples, facts, or evidence that support the topic sentence.

The writer drafts possible supporting detail sentences for each primary support sentence based on the thesis statement:

Thesis statement: Unleashed dogs on city streets are a dangerous nuisance.

Supporting point 1: Dogs can scare cyclists and pedestrians.

Supporting details:

• Cyclists are forced to zigzag on the road.
• School children panic and turn wildly on their bikes.
• People who are walking at night freeze in fear.

Supporting point 2:

Loose dogs are traffic hazards.

• Dogs in the street make people swerve their cars.
• To avoid dogs, drivers run into other cars or pedestrians.
• Children coaxing dogs across busy streets create danger.

Supporting point 3: Unleashed dogs damage gardens.

• They step on flowers and vegetables.
• They destroy hedges by urinating on them.
• They mess up lawns by digging holes.

The following paragraph contains supporting detail sentences for the primary support sentence (the topic sentence), which is underlined.

Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced the themes in many of his works. He did not hide his mental anguish over the horrors of war and once told his daughter, “You never really get the smell of burning flesh out of your nose, no matter how long you live.” His short story “A Perfect Day for a Bananafish” details a day in the life of a WWII veteran who was recently released from an army hospital for psychiatric problems. The man acts questionably with a little girl he meets on the beach before he returns to his hotel room and commits suicide. Another short story, “For Esmé – with Love and Squalor,” is narrated by a traumatized soldier who sparks an unusual relationship with a young girl he meets before he departs to partake in D-Day. Finally, in Salinger’s only novel, The Catcher in the Rye , he continues with the theme of posttraumatic stress, though not directly related to war. From a rest home for the mentally ill, sixteen-year-old Holden Caulfield narrates the story of his nervous breakdown following the death of his younger brother.

Using the three topic sentences you composed for the thesis statement in Note 9.18 “Exercise 1” , draft at least three supporting details for each point.

Thesis statement: ____________________________________________

Primary supporting point 1: ____________________________________________

Supporting details: ____________________________________________

Primary supporting point 2: ____________________________________________

Primary supporting point 3: ____________________________________________

You have the option of writing your topic sentences in one of three ways. You can state it at the beginning of the body paragraph, or at the end of the paragraph, or you do not have to write it at all. This is called an implied topic sentence. An implied topic sentence lets readers form the main idea for themselves. For beginning writers, it is best to not use implied topic sentences because it makes it harder to focus your writing. Your instructor may also want to clearly identify the sentences that support your thesis. For more information on the placement of thesis statements and implied topic statements, see Chapter 8 “The Writing Process: How Do I Begin?” .

Print out the first draft of your essay and use a highlighter to mark your topic sentences in the body paragraphs. Make sure they are clearly stated and accurately present your paragraphs, as well as accurately reflect your thesis. If your topic sentence contains information that does not exist in the rest of the paragraph, rewrite it to more accurately match the rest of the paragraph.

Key Takeaways

• Your body paragraphs should closely follow the path set forth by your thesis statement.
• Strong body paragraphs contain evidence that supports your thesis.
• Primary support comprises the most important points you use to support your thesis.
• Strong primary support is specific, detailed, and relevant to the thesis.
• Prewriting helps you determine your most compelling primary support.
• Evidence includes facts, judgments, testimony, and personal observation.
• Reliable sources may include newspapers, magazines, academic journals, books, encyclopedias, and firsthand testimony.
• A topic sentence presents one point of your thesis statement while the information in the rest of the paragraph supports that point.
• A body paragraph comprises a topic sentence plus supporting details.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

10 min read

How to write strong essay body paragraphs (with examples)

In this blog post, we'll discuss how to write clear, convincing essay body paragraphs using many examples. We'll also be writing paragraphs together. By the end, you'll have a good understanding of how to write a strong essay body for any topic.

Table of Contents

Introduction, how to structure a body paragraph, creating an outline for our essay body, 1. a strong thesis statment takes a stand, 2. a strong thesis statement allows for debate, 3. a strong thesis statement is specific, writing the first essay body paragraph, how not to write a body paragraph, writing the second essay body paragraph.

After writing a great introduction to our essay, let's make our case in the body paragraphs. These are where we will present our arguments, back them up with evidence, and, in most cases, refute counterarguments. Introductions are very similar across the various types of essays. For example, an argumentative essay's introduction will be near identical to an introduction written for an expository essay. In contrast, the body paragraphs are structured differently depending on the type of essay.

In an expository essay, we are investigating an idea or analyzing the circumstances of a case. In contrast, we want to make compelling points with an argumentative essay to convince readers to agree with us.

The most straightforward technique to make an argument is to provide context first, then make a general point, and lastly back that point up in the following sentences. Not starting with your idea directly but giving context first is crucial in constructing a clear and easy-to-follow paragraph.

How to ideally structure a body paragraph:

• Provide context
• Make your thesis statement
• Support that argument

Now that we have the ideal structure for an argumentative essay, the best step to proceed is to outline the subsequent paragraphs. For the outline, we'll be writing one sentence that is simple in wording and describes the argument that we'll make in that paragraph concisely. Why are we doing that? An outline does more than give you a structure to work off of in the following essay body, thereby saving you time. It also helps you not to repeat yourself or, even worse, to accidentally contradict yourself later on.

While working on the outline, remember that revising your initial topic sentences is completely normal. They do not need to be flawless. Starting the outline with those thoughts can help accelerate writing the entire essay and can be very beneficial in avoiding writer's block.

For the essay body, we'll be proceeding with the topic we've written an introduction for in the previous article - the dangers of social media on society.

These are the main points I would like to make in the essay body regarding the dangers of social media:

Amplification of one's existing beliefs

Skewed comparisons

What makes a polished thesis statement?

Now that we've got our main points, let's create our outline for the body by writing one clear and straightforward topic sentence (which is the same as a thesis statement) for each idea. How do we write a great topic sentence? First, take a look at the three characteristics of a strong thesis statement.

Consider this thesis statement:

'While social media can have some negative effects, it can also be used positively.'

What stand does it take? Which negative and positive aspects does the author mean? While this one:

'Because social media is linked to a rise in mental health problems, it poses a danger to users.'

takes a clear stand and is very precise about the object of discussion.

If your thesis statement is not arguable, then your paper will not likely be enjoyable to read. Consider this thesis statement:

'Lots of people around the globe use social media.'

It does not allow for much discussion at all. Even if you were to argue that more or fewer people are using it on this planet, that wouldn't make for a very compelling argument.

'Although social media has numerous benefits, its various risks, including cyberbullying and possible addiction, mostly outweigh its benefits.'

Whether or not you consider this statement true, it allows for much more discussion than the previous one. It provides a basis for an engaging, thought-provoking paper by taking a position that you can discuss.

A thesis statement is one sentence that clearly states what you will discuss in that paragraph. It should give an overview of the main points you will discuss and show how these relate to your topic. For example, if you were to examine the rapid growth of social media, consider this thesis statement:

'There are many reasons for the rise in social media usage.'

That thesis statement is weak for two reasons. First, depending on the length of your essay, you might need to narrow your focus because the "rise in social media usage" can be a large and broad topic you cannot address adequately in a few pages. Secondly, the term "many reasons" is vague and does not give the reader an idea of what you will discuss in your paper.

In contrast, consider this thesis statement:

'The rise in social media usage is due to the increasing popularity of platforms like Facebook and Twitter, allowing users to connect with friends and share information effortlessly.'

Why is this better? Not only does it abide by the first two rules by allowing for debate and taking a stand, but this statement also narrows the subject down and identifies significant reasons for the increasing popularity of social media.

In conclusion : A strong thesis statement takes a clear stand, allows for discussion, and is specific.

Let's make use of how to write a good thopic sentence and put it into practise for our two main points from before. This is what good topic sentences could look like:

Echo chambers facilitated by social media promote political segregation in society.

Applied to the second argument:

Viewing other people's lives online through a distorted lens can lead to feelings of envy and inadequacy, as well as unrealistic expectations about one's life.

These topic sentences will be a very convenient structure for the whole body of our essay. Let's build out the first body paragraph, then closely examine how we did it so you can apply it to your essay.

Example: First body paragraph

If social media users mostly see content that reaffirms their existing beliefs, it can create an "echo chamber" effect. The echo chamber effect describes the user's limited exposure to diverse perspectives, making it challenging to examine those beliefs critically, thereby contributing to society's political polarization. This polarization emerges from social media becoming increasingly based on algorithms, which cater content to users based on their past interactions on the site. Further contributing to this shared narrative is the very nature of social media, allowing politically like-minded individuals to connect (Sunstein, 2018). Consequently, exposure to only one side of the argument can make it very difficult to see the other side's perspective, marginalizing opposing viewpoints. The entrenchment of one's beliefs by constant reaffirmation and amplification of political ideas results in segregation along partisan lines.

Sunstein, C. R (2018). #Republic: Divided Democracy in the Age of Social Media. Princeton: Princeton University Press.

In the first sentence, we provide context for the argument that we are about to make. Then, in the second sentence, we clearly state the topic we are addressing (social media contributing to political polarization).

Our topic sentence tells readers that a detailed discussion of the echo chamber effect and its consequences is coming next. All the following sentences, which make up most of the paragraph, either a) explain or b) support this point.

Finally, we answer the questions about how social media facilitates the echo chamber effect and the consequences. Try implementing the same structure in your essay body paragraph to allow for a logical and cohesive argument.

These paragraphs should be focused, so don't incorporate multiple arguments into one. Squeezing ideas into a single paragraph makes it challenging for readers to follow your reasoning. Instead, reserve each body paragraph for a single statement to be discussed and only switch to the next section once you feel that you thoroughly explained and supported your topic sentence.

Let's look at an example that might seem appropriate initially but should be modified.

Negative example: Try identifying the main argument

Over the past decade, social media platforms have become increasingly popular methods of communication and networking. However, these platforms' algorithmic nature fosters echo chambers or online spaces where users only encounter information that reinforces their existing beliefs. This echo chamber effect can lead to a lack of understanding or empathy for those with different perspectives and can even amplify the effects of confirmation bias. The same principle of one-sided exposure to opinions can be abstracted and applied to the biased subjection to lifestyles we see on social media. The constant exposure to these highly-curated and often unrealistic portrayals of other people's lives can lead us to believe that our own lives are inadequate in comparison. These feelings of inadequacy can be especially harmful to young people, who are still developing their sense of self.

Let's analyze this essay paragraph. Introducing the topic sentence by stating the social functions of social media is very useful because it provides context for the following argument. Naming those functions in the first sentence also allows for a smooth transition by contrasting the initial sentence ("However, ...") with the topic sentence. Also, the topic sentence abides by our three rules for creating a strong thesis statement:

• Taking a clear stand: algorithms are substantial contributors to the echo chamber effect
• Allowing for debate: there is literature rejecting this claim
• Being specific: analyzing a specific cause of the effect (algorithms).

So, where's the problem with this body paragraph?

It begins with what seems like a single argument (social media algorithms contributing to the echo chamber effect). Yet after addressing the consequences of the echo-chamber effect right after the thesis sentence, the author applies the same principle to a whole different topic. At the end of the paragraph, the reader is probably feeling confused. What was the paragraph trying to achieve in the first place?

We should place the second idea of being exposed to curated lifestyles in a separate section instead of shoehorning it into the end of the first one. All sentences following the thesis statement should either explain it or provide evidence (refuting counterarguments falls into this category, too).

With our first body paragraph done and having seen an example of what to avoid, let's take the topic of being exposed to curated lifestyles through social media and construct a separate body paragraph for it. We have already provided sufficient context for the reader to follow our argument, so it is unnecessary for this particular paragraph.

Body paragraph 2

Another cause for social media's destructiveness is the users' inclination to only share the highlights of their lives on social media, consequently distorting our perceptions of reality. A highly filtered view of their life leads to feelings of envy and inadequacy, as well as a distorted understanding of what is considered ordinary (Liu et al., 2018). In addition, frequent social media use is linked to decreased self-esteem and body satisfaction (Perloff, 2014). One way social media can provide a curated view of people's lives is through filters, making photos look more radiant, shadier, more or less saturated, and similar. Further, editing tools allow people to fundamentally change how their photos and videos look before sharing them, allowing for inserting or removing certain parts of the image. Editing tools give people considerable control over how their photos and videos look before sharing them, thereby facilitating the curation of one's online persona.

Perloff, R.M. Social Media Effects on Young Women's Body Image Concerns: Theoretical Perspectives and an Agenda for Research. Sex Roles 71, 363–377 (2014).

Liu, Hongbo & Wu, Laurie & Li, Xiang. (2018). Social Media Envy: How Experience Sharing on Social Networking Sites Drives Millennials' Aspirational Tourism Consumption. Journal of Travel Research. 58. 10.1177/0047287518761615.

Dr. Jacob Neumann put it this way in his book A professors guide to writing essays: 'If you've written strong and clear topic sentences, you're well on your way to creating focused paragraphs.'

They provide the basis for each paragraph's development and content, allowing you not to get caught up in the details and lose sight of the overall objective. It's crucial not to neglect that step. Apply these principles to your essay body, whatever the topic, and you'll set yourself up for the best possible results.

Sources used for creating this article

• Writing a solid thesis statement : https://www.vwu.edu/academics/academic-support/learning-center/pdfs/Thesis-Statement.pdf
• Neumann, Jacob. A professor's guide to writing essays. 2016.

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Home — Essay Samples — Philosophy — Ethics — Life Essay: What Is The Value Of A Human Life

Life Essay: What is The Value of a Human Life

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Words: 1020 |

Published: Mar 5, 2024

Words: 1020 | Pages: 2 | 6 min read

Table of contents

Body paragraph 1: historical perspective, body paragraph 2: social perspective, body paragraph 3: philosophical perspective.

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Body Paragraph: Craft the Heart of Your Essay

Table of contents

• 1 Purpose of a Body Paragraph
• 2 Key Elements in the Structure of a Body Paragraph
• 3 Body Paragraph Structure
• 4 Transition Sentences of a Body Paragraph
• 5 How Do You Write a Body Paragraph of an Essay?
• 6.1 Using Different Types of Evidence.
• 6.2 Varying Sentence Length and Structure.
• 6.3 Avoiding Irrelevant Information.
• 6.4 Maintaining Consistency.
• 6.5 Supporting the Overall Thesis.
• 6.6 Using Clear and Concise Sentences.
• 6.7 Avoiding Transitions at the End.
• 7 Essay Body Paragraph Example
• 8 Conclusion

Completing an essay is more than just combining words – creating effective body paragraphs. They are like the building blocks of your text, giving it substance and strengthening your main point.

In this article, we’ll explore how to write a body paragraph for an essay and what methods to use to make it impactful.

• We’ll walk you through the body paragraph format, purpose, and principal elements,
• Cover using evidence wisely and make sure your sentences connect well,
• Deliver step-by-step guidelines and tips to create paragraphs that grab attention,
• Provide a body essay example.

Let’s start this journey into the writing world and learn how to make your essay interesting and well-structured.

Purpose of a Body Paragraph

This section is the backbone of any essay. A well-organized structure of the body paragraph helps your writing be readable. That’s why organizing the information to achieve this goal is essential. When writing body paragraphs in an essay, you focus on presenting and developing one point that supports the main argument.

Whether you write the text for yourself or go for essay papers for sale , each paragraph focuses on a specific aspect of the topic. It provides evidence, examples, analysis, or elaboration to strengthen and clarify the main point. The body of a paper helps guide the reader by making the ideas flow smoothly. This section aims to make a strong case for the essay’s thesis. It should keep the reader interested with well-developed and organized content.

Key Elements in the Structure of a Body Paragraph

Knowledge is the basis for any writing. Thus, any text you deliver should reflect your level of knowledge. For this, posing strategic and insightful questions to refine your thoughts and reinforce your argument is essential. A well-written body section is a compulsory component of any impactful document.

There are several key parts of a body paragraph in an essay.

• The first element is a transition, linking the preceding and current paragraphs. It should be clear, helping the reader in tracking the conversation. Using starting words for body paragraphs signals a change in focus or introduces a fresh idea.
• The second body paragraph element is the main idea, which is crucial for any text. You must state your argument in the topic sentence, which should be precise and brief. The main statements should relate to the thesis and support the idea.
• The third component is analysis, where the writer elaborates on the perspective. Providing proof and explaining how it supports the thesis statement is necessary. The examination should also be relevant and focused on the introduced topic. This way, you will make the essay structure coherent and easy to follow.
• The final element is the warrant, which explains how the evidence supports the main view. The warrant must be clear and connect the data to the principal argument. It should also focus on the topic and strengthen the argument.

Body Paragraph Structure

Well-thought-out body paragraphs are critical in an essay outline and the writer’s arguments. To effectively structure the body paragraph, you must understand its overall organization. A well-formatted academic essay helps writers communicate their reasoning and convince their audience. However, it’s better not to consider this a fixed and immovable object. Depending on the treated argument, its goal, length, and structure can be adapted to your needs.

You can imagine the skeleton of this part of the text in the following way:

• Topic sentence
• Supporting sentences
• Concluding sentence

The topic sentence is one of the ways to start a body paragraph. It should be a precise and focused statement that encapsulates the main argument of the passage. It connects the introduction paragraph in the essay with a thesis and provides a roadmap for the rest of the section. It will help the reader understand the point and how it relates to the writing. In some cases, it can even be formulated as a question.

Following the topic sentence for the body paragraph, you must provide supporting sentences. They present evidence and analysis to underpin the central idea. They should connect to the topic sentence and be clear and concise. Use language that is easy for the reader to understand.

To create a persuasive assertion, provide information that supports the main argument. The evidence can take many forms, including facts, statistics, or examples. Data should be reliable and relevant to the topic discussed. Research-based proof helps the writer convince the reader that their position is credible.

The concluding sentence is the ultimate statement and a kind of short conclusion you should use when you base your essay on body paragraphs. Its purpose is to summarize the idea and provide a transition to the later passage. This sentence helps the reader comprehend the main claim and its implications. Think of it as the answer to a question or the core information.

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Transition Sentences of a Body Paragraph

To make your writing flow smoothly and be more engaging, use transition words that help connect ideas. You can utilize three types of linking words and phrases:

• Bridging the introductory paragraph to subsequent sections (e.g., a transition from introduction to body): To begin with; In the first place; Initially; As an introduction; Turning to; As we delve into; Now that we have established.
• Connecting body paragraphs: Furthermore; Moreover; In addition; Additionally; Similarly; Likewise; Not only…but also; Besides that; In the same vein; Another key point.
• Linking the final body sentence to the conclusion: In conclusion; To sum up; Finally; In summary; Ultimately; Concluding; To conclude; To wrap things up; As a final point; All in all.

These words and phrases contribute to a coherent and logical essay, guiding the reader through the content. Use transitions to introduce a body paragraph and make your ideas clear and captivating to the audience.

How Do You Write a Body Paragraph of an Essay?

Completing this section requires consideration and attention to detail. It can be challenging to organize your thoughts and reasoning. However, it might be daunting, and professional assistance may be necessary. And this is where PapersOwl can be of great help. Our seasoned paper writing website offers expert homework help to achieve your academic goals.

How long should a body paragraph be? A general recommendation is to aim for 5-7 sentences. It allows you to explore one idea without giving too much information. The most important thing is to keep in mind the following guidelines:

• Introducing a concise topic sentence will be a good way to start a first body paragraph. Topic sentences should be specific and concise. Using them, you provide the reader with a clear understanding of the point you will discuss further. It should also relate to the thesis and connect to the perspective.
• After the topic sentence, use supporting sentences to provide additional information and analysis. This way, you will bolster the main argument. These parts of a body paragraph can include examples, facts, statistics, or expert opinions. Ensure that the information used is reliable and relevant to your idea.
• Employ transition sentences to link your ideas to the preceding and subsequent paragraphs. They make it easier for the reader to follow the main argument.
• Use brief and clear language to present your ideas and rationale. Avoid using complicated vocabulary or technical jargon that may confuse the reader. Instead, be straightforward when writing a body paragraph.
• Finally, end this section with a conclusion sentence. It acts as a summary of the main statement and offers a transition to the next section. The concluding sentence should bring closure to the point in one paragraph. It should also prepare the reader for the next parts of the writing.

When you write a body paragraph in an essay, follow these steps to ensure clarity, conciseness, and persuasiveness in your essay. Adhere to these guidelines to make your ideas concise and transparent and your arguments strong and persuasive. If you follow these steps, your essay will be concise and compelling. Implementing these measures ensures that your text is clear, persuasive, and effective.

Essential Tips to Write Flawless Body Paragraphs

Discover the following comprehensive strategies for crafting effective body paragraphs for your research.

Using Different Types of Evidence.

Incorporate a variety of quotes, statistics, and anecdotes to provide evidence and enhance the appeal and credibility of your writing. This multifaceted approach captivates the reader and reinforces your argument with diverse supporting elements.

Varying Sentence Length and Structure.

Mitigate monotony in the body of an essay by diversifying sentence length and structure. Integrate a mix of simple, compound, and complex sentences to enhance the overall readability of your composition. This nuanced use of syntax contributes to a more engaging and dynamic writing style.

Avoiding Irrelevant Information.

Don’t introduce irrelevant information that might distract or dilute the focus of your paragraph. Each sentence should serve a purpose, aligning seamlessly with the central theme and your essay’s purpose.

Maintaining Consistency.

Stay consistent with the tone and style throughout your text. The body paragraphs should harmonize with the established voice of your writing, creating a cohesive and unified reading experience for your audience.

Supporting the Overall Thesis.

When you start a body paragraph, ensure that each sentence significantly reinforces your overall thesis. Every argument, example, or piece of evidence should advance the central claim of your essay, reinforcing its coherence and persuasiveness.

Using Clear and Concise Sentences.

Break down complex topic sentences into clear and concise points. It facilitates a better understanding of your ideas and prevents the reader from feeling overwhelmed by overly intricate or convoluted language.

Avoiding Transitions at the End.

Refrain from using transition words and phrases at the end of paragraphs, as this can disrupt the natural flow of your writing. Instead, strive for seamless transitions within the paragraph’s content, allowing ideas to connect organically without explicitly signaling the conclusion.

Follow these tips to create a strong body paragraph layout for your document. If you need support or lack time and energy to craft your academic papers, do not hesitate to contact our writing experts. When you pay for a paper at PapersOwl, be sure your essay will adhere to all these instructions and requirements with zero flaws. Our team of writers has expertise in various fields and crafts quality papers for you. We deliver plagiarism-free essays and guarantee timely delivery. Whether you need an essay for school, college, or university, PapersOwl is the right choice.

Essay Body Paragraph Example

What is a body paragraph, and how to complete it correctly? Here is a good example to clarify these questions:

[Start with a topic sentence] J K Rowling, in her first book – Harry Potter and the Sorcerer’s Stone, claims that the appearance of a person can sometimes be misleading, [followed by supporting details] showing one of the kindest and most favorite characters – Hagrid as a scary person. His eyes are ‘glinting like black beetles,’ and his face is ‘almost completely hidden by a long, shaggy mane of hair and a wild, tangled beard,’ says the author (Rowling 46). [Then goes an explanation] The author declares that the main character of the book – Harry Potter, is frightened by this intimidating figure, which misleads the reader, making Hagrid appear as a villain. [Explains the significance] However, this image is wrong. Later the reader gets to know Hagrid’s true character, which is the opposite. [Ends with a conclusion and transition to the following part] This example proves how misleading an appearance of someone can be, which is easily proved by many other examples from literature and real life.”

Crafting effective body paragraphs in an essay is an indispensable skill for anyone seeking to elevate their writing. This article gives suggestions to help you write a good body paragraph. Our recommendations allow you to transform your essays into compelling and persuasive texts. These strategies can help both experienced writers and beginners with essay construction. They serve as a valuable toolkit for enhancing the impact and coherence of your text. When you write, remember that a well-organized essay body helps express thoughts clearly, engage readers, and convince them.

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Geography Notes

Essay on the atmosphere: top 6 essays on atmosphere | climatology |geography.

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Here is a compilation of essays on ‘Atmosphere’ for class 6, 7, 8, 9 and 10. Find paragraphs, long and short essays on ‘Atmosphere’ especially written for school students.

Essay on Atmosphere

Essay Contents:

• Essay on the Chemistry of Earth’s Atmosphere

Essay # 1. Introduction to Atmosphere:

The atmosphere is a turbulent gaseous blanket that surrounds the earth. The mass of this surrounding atmosphere is less than a millionth part of that of the whole earth, yet its activities and influences are far-reaching. On the average each person breaths 15 kg of air per day. The presence of the atmosphere is necessary to sustain all the types of life of the earth.

It is the atmosphere that plays its role tending to equalize the temperature of the earth’s surface. By its agency weather is produced which causes rock weathering. Weather is of vital importance in the execution of engineering projects. Many construction works have been delayed due to adverse weather conditions.

Many construction activities can be carried out only in certain seasons or in favourable weather. The atmosphere plays its role as a medium for transfer of water, since water continuously is evaporated into the atmosphere and later precipitated on to the earth in the form of rain or snow which is gathered into the streams and glaciers, and assists in wearing the rocks and transport the sediments to the sea. Engineering attention is well focused on winds on instances of damage or failure of bridges and buildings.

The atmosphere is an important geological agent. The atmosphere chemically reacts with the rocks oxidizing them to form new minerals. It generally breaks the rocks into smaller fragments leading to disintegration.

The atmosphere acts as a thermal blanket which not only distributes the heat received from the sun but also tends to prevent the escape of heat from the earth. Sunlight is subjected to diffusion by the gaseous molecules and the suspended dust particles.

Moreover the gaseous envelope surrounding the earth protects the earth from excessive ultra violet radiation and from violent bombardment by meteorites. It may be realized that millions of meteorites fall into the atmosphere of the earth every day but they all get disintegrated by severe heat caused by friction.

The disintegrated fragments settle on the earth’s surface as fine cosmic dust. In exceptional instances some large meteorites may pass through the atmosphere and drop on the earth and may penetrate into the ground for a few metres.

By the daily weather at a place we mean the temporary state of prevailing atmospheric conditions like temperature, air pressure, wind humidity, cloudiness and precipitation. Climate is the combined effect of weather over a long period of time. Soils and vegetation in a region are to a great extent determined by the climate of the region. The geological processes especially the weathering of rocks and minerals and land erosion are all influenced by climate.

Essay # 2. Meaning of Atmosphere:

The several hundred kilometres thick air which envelopes the earth all around is called atmosphere. It is composed of various gases. Most of the earth’s life exists at the lower part of atmosphere, the zone near the solid earth.

It acts like a greenhouse and keeps the average temperature of the earth around 35°C and also protects the earth from the harmful radiation of the sun. The atmosphere is a storehouse for water vapour and serves as the medium of faster air transport.

Essay # 3. Composition of the Atmosphere :

The atmosphere is a thick gaseous envelope which surrounds the earth from all sides and is attached to the earth’s surface by gravitational force. The at­mosphere is a significant component of the biospheric ecosystem because the life on the earth’s surface is because of this atmosphere otherwise the earth would have become barren like moon.

Besides providing all necessary gases for the sustenance of all life forms in the biosphere, it also filters the incoming solar radia­tion and thus prevents the ultraviolet solar radiation waves to reach the earth’s surface and thus protects the earth from becoming too hot.

The height of the atmos­phere is estimated between 16 to 29 thousand kilome­tres from the sea level. It is estimated that 97 per cent of the effective atmosphere is upto the height of 29 km. In fact, the air is mechanical mixture of several gases.

The atmosphere is composed of:

(ii) Vapour, and

(iii) Particulates.

Nitrogen (78%) and oxygen (21%) are major gases which constitute 99% of the total gaseous composition of the atmosphere. The remaining one per cent is represented by argan (0.93%), carbon dioxide (0.03%), neon (0.0018%), helium (0.0005%), ozone (0.00006%), hydrogen (0.00005%), krypton (trace), xenon (trace), methane (trace) etc.

Oxygen is the most important gas from the stand point of living organisms because they inhale it for their survival. Oxygen is also essential for combustion of burning matter. Nitrogen acts as dilutent and is generally chemically inactive.

Carbon dioxide is used by green plants for photosyn­thesis. It absorbs most of radiant energy from the earth and reradiates it back to the earth. Thus, carbon diox­ide, a greenhouse gas, increases the temperature of the lower atmosphere and the earth’s surface.

The concen­tration of carbon dioxide in the atmosphere is gradu­ally increasing due to burning of fossil fuels (coal, petroleum and natural gas) and deforestation. Ozone gas absorbs most of the ultra-violet rays radiated from the sun and thus prevents the earth from becoming too hot.

ii. Water Vapour:

The vapour content in the at­mosphere ranges between zero and 5 per cent by volume. Climatically, water vapour is very important constituent of the atmosphere. The atmospheric va­pour is received through the evaporation of moisture and water from the water bodies (like seas and oceans, lakes, tanks and ponds, rivers etc.), vegetation and soil covers. Vapour depends on temperature and therefore it decreases from the equator pole-ward in response to decreasing temperature towards the poles.

The content of vapour in the surface air in the moist tropical areas, at 50° and 70° latitudes is 2.6%, 0.9% and 0.2% (by volume) respectively. The content of vapour decreases upward. More than 90 per cent of the total atmospheric vapour is found upto the height of 5 km. If there is condensation of all the atmospheric vapour at a time, there would result a one-inch thick layer of water around the earth.

Even this meagre amount of water vapour in the atmosphere is responsible for various types of weather phenomena. The moisture content in the atmosphere creates several forms of condensation and precipitation e.g., clouds, fogs, dew, rainfall, frost, hailstorm, ice, snowfall etc.

Vapour is almost transpar­ent for incoming shortwave solar radiation so that the electromagnetic radiation waves reach the earth’s sur­face without much obstacles but vapour is less trans­parent for outgoing shortwave terrestrial radiation and therefore it helps in heating the earth’s surface and lower portion of the atmosphere because it absorbs terrestrial radiation.

iii. Particulate Matter:

The solid particles present in the atmosphere include dust particles, salt particles, pollen, smoke and soot, volcanic ashes etc. Most of the solid particles are kept in suspension in the atmos­phere. These particulates help in the scattering of solar radiation which adds varied charming colour of red and orange at sunrise and sunset.

The sky appears blue in colour due to selective scattering of solar radiation by dust particles. Salt particles become hygroscopic nuclei and thus help in the formation of water drops, clouds and various forms of condensation and precipi­tation.

On the basis of chemical composition, the at­mosphere is divided into two broad zones viz.:

(1) Homosphere.

(2) Heterosphere.

(1) Homosphere represents the lower portion of the atmosphere and extends upto the height of 90 km from sea level. The main constituent gases are oxygen (20.946%) and nitrogen (78.084%). Other gases are argan, carbon dioxide, neon, helium, krypton, xenon, hydrogen etc.

This zone is called homosphere because of the homogeneity of the proportion of various gases. In other words, the proportions of different gases are uniform at different levels in this zone. It may be pointed out that man is increasingly disturbing the natural proportions of gases through his ever-increasing economic activities and modern technologies. For ex­ample, the proportion of carbon dioxide is rapidly increasing due to burning of fossil fuels (coal, petro­leum and natural gas) and deforestation.

The concen­tration of atmospheric carbon dioxide at the beginning of the industrial revolution (1860 A.D.) was fixed at 280 to 290 ppm (parts per million) by volume but now it has increased to 350-360 ppm (1988 A.D.) thus registering an overall increase by 25 per cent from the pre-industrial level.

On the other hand, the proportion of ozone gas is rapidly decreasing due to ever-increasing production and consumption of CFCs (chloro- fluorocarbons) and halogenated gases.

On the basis of thermal conditions the homosphere has been divided into three layers viz.:

(i) Troposphere,

(ii) Stratosphere, and

(iii) Mesosphere.

(2) Heterosphere extends from 90 km to 10,000 km. Different layers of this sphere vary in their chemi­cal and physical properties.

There are four distinct layers of gases in this sphere:

(i) Molecular nitrogen 4ayer is dominated by molecular nitrogen and extends upward upto the height of 200 km (90 to 200 km),

(ii) Atomic oxygen layer extends from 200 to 1100 km.

(iii) Further upward there is helium layer which extends upto the height of 3500km.

(iv) Atomic hydrogen layer is the topmost layer of the atmosphere and extends upto the outermost limit of the atmosphere.

Essay # 4. Structure of the Atmosphere :

The modern knowledge about the atmosphere is based on the information received through rockets, radar and satellites. The effective height of the atmos­phere is estimated between 16 and 29 thousand kilo­metres from the sea level but the height of the atmos­phere upto 800 km is most important. About 50 per cent of the atmosphere lies below the altitude of 5.6 km and 97 per cent of the atmosphere is confined to the height of only 29 km.

The upper limit of the atmos­phere, though unknown, is considered to be 10,000 km from sea level. The earth’s atmosphere consists of a few zones or layers like spherical shells.

On the basis of the characteristics of temperature and air pressure there are four layers from the earth’s surface upward e.g.:

(1) Troposphere,

(2) Stratosphere,

(3) Mesosphere, and

(4) Thermosphere (fig. 32.1).

(1) Troposphere :

The lowermost layer of the atmosphere is known as troposphere and is the most important layer because almost all of the weather phenomena (e.g., fog, cloud, dew, frost, rainfall, hailstorm, storms, cloud-thunder, lightning etc.) occur in this layer. Thus, the tropo­sphere is of utmost significance for all the life forms including man in the biospheric ecosystem because these are concentrated in the lowest part of the atmos­phere.

Temperature decreases with increasing height at the rate of 6.5°C per 1000m. This rate of decrease of temperature is called normal lapse rate. There is sea­sonal variation in the height of troposphere. In other words, the height of troposphere changes from equator towards the poles (decreases) and from one season of a year to other season (increases during summer while it decreases during winter).

The average height of the troposphere is about 16 km over the equator and 6 km over the poles. The upper limit of the troposphere is called tropopause which is about 1.5 km thick. The height of tropopause is 17 km over the equator and 9 to 10 km over the poles. There is also seasonal variation in the height of tropopause.

Its height is 17 km during January and July over the equator and the temperature at this height is -70°C. The height of tropopause during July and January over 45°N latitude is 15 km (tempera­ture -60°C) and 12.5 km (temperature -58°C) respec­tively. The height decreases further poleward as it is 10 km during July (temperature -45°C) and 9 km during January (temperature -58°) over the North Pole.

It is apparent that temperature at the top of tropopause is lowest over the equator (-70°C) and is relatively high over the poles. Since temperature decreases upward at the rate of 6.5°C per 1000m and hence it is natural that temperature at the height of 17 km over the equator becomes much lower than at the height of 9-10 km over the poles. The word troposphere literally means ‘zone or region of mixing’ whereas the word tropopause means ‘where the mixing stops’.

(2) Stratosphere :

The layer just above the troposphere is called stratosphere but there is contrasting opinion about the height and thickness of this layer. The average height over the middle latitudes has been determined to be 25-30 km, whereas it is estimated to be 80 km by others. On an average the upper limit of the strato­sphere is taken to be 50 km.

There is also contrasting opinion about the change or no change of temperature with increasing height in this sphere. A few scientists believe that the stratosphere is isothermal i.e., there is no change in temperature with increasing height while others hold that temperature gradually rises upward as it becomes O 0 C or 32°F at the height of 50 km, the upper limit of the stratosphere which is known as stratopause.

Though the stratosphere is more or less devoid of major weather phenomena but there is circulation of feable winds and cirrus cloud in the lower stratosphere. The lower part of this layer is very important for life-forms in the biospheric ecosystem height of 15-30 km though ozone has been discovered because there is concentration of ozone between the upto the height of 80 km.

The lower portion of the stratosphere having maximum concentration of ozone is called ozonosphere, which is confined between the height of 15 km to 35 km from sea level though the upper limit has been fixed at 55 km. Ozone (O 3 ) defined as ‘a three-atom isotope of oxygen or merely a triatomic form of oxygen (O 3 )’ is a faintly blue irritating gas with a characteristic pungent odour. The ozone gas is unstable because the creation and destruction of this gas is a gradual and continuous natural process.

It acts as a protective cover for the biological communities in the biosphere be­cause it absorbs almost all of the ultra-violet rays of solar radiation and thus protects the earth’s surface from becoming too hot. Recently, the researchers have shown that there is gradual depletion of ozone gas in the atmosphere due to human activities. It may be pointed out that combining of atmospheric oxygen (O 2 ) with individual oxygen molecules results in the creation of ozone (O 2 + O → O 3 ) whereas the breaking of ozone (O 3 ) into O 2 and O results in the depletion or destruction of ozone.

The main culprits of ozone de­struction are halogenated gases called chlorofluorocarbons, halons and nitrogen oxides. The chlorofluorocarbons, popularly known as CFCs, be­long to the category of synthetic chemicals and are relatively simple compounds of the elements chlorine, fluorine and carbon and are initially stable compounds which do not have any toxic effect on life processes in the biosphere at ground level.

These synthetic chemi­cals are widely used as propellants in spray can dis­pensers, as fluids in air conditioners and refrigerators etc. Chlorofluorocarbons, when used as propellants, are released into the air and are transported in the stratosphere by vertical atmospheric circulation. Chlo­rine when separated from chlorofluorocarbons reacts with water and thus depletes ozone rather breaks ozone into O 2 and O.

Besides, nitrogen oxides released by supersonic jets which fly at the height of 18-22 km also depletes ozone. Depletion of ozone would result in the rise of temperature of the ground surface and lower atmosphere. This would cause global warming, acid rain, melting of continental glaciers and rise in sea level, skin cancer to white-skinned people, poisonous smogs, decrease in photosynthesis, ecological disaster and ecosystem instability.

(3) Mesosphere :

Mesosphere extends between 50 km and 80 km. Temperature again decreases with increasing height.

In fact, the rise of temperature with increasing height in the stratosphere stops at stratopause. At the uppermost limit of mesosphere (80 km) temperature becomes -80°C. This limit is called mesopause above which temperature increases with increasing height.

(4) Thermosphere :

The part of the atmosphere beyond mesopause is known as thermosphere wherein temperature in­creases rapidly with increasing height. It is estimated that the temperature at its upper limit (height unde­cided) becomes 1700°C.

It may be pointed out that this temperature cannot be measured by ordinary ther­mometer because the gases become very light due to extremely low density. That is why one does not feel warm when one stretches one’s arm in the air.

Thermosphere is divided into two layers viz.:

(1) Lono­sphere, and

(2) Exosphere.

(1) Ionosphere extends from 80 km to 640 km. There are a number of ionic layers (with increasing heights) in this sphere e.g., D layer, E layer, F layer, and G layer. D layer (between the height of 60 km – 99 km) reflects the signals of low frequency radio waves but absorbs the signals of medium and high frequency waves.

This layer disappears with the sunset because it is associated with solar radiation. E layer, also known as Kennelly – Heaviside layer, is confined in the height between 99 km – 130 km. This layer reflects the medium and high frequency radio waves back to the earth. This layer is produced due to interaction of solar ultra-violet photons with nitrogen and nitrogen mol­ecules and thus it also disappears with the sunset. Sporadic E layer is associated with high velocity winds and is created under special circumstances.

This layer reflects very high frequency radio waves. E 2 layer is generally found at the height of 150 km and is produced due to reaction of ultra-violet solar photons with oxygen molecules and thus this layer also disappears during nights. F layer consists of two sub-layers e.g. F 1 , and F 2 layers (150 km – 380 km) and are collectively called ‘Appleton layer’. These layers reflect medium and high frequency radio waves back to the earth. G layer (400 km and above) most probably persists day and night but is not detectable.

(2) Exosphere represents the uppermost layer of the atmosphere. In fact, we know very little about the atmosphere extending beyond 640 km height from the sea level. The density becomes extremely low and the atmosphere resembles a nebula because it is highly rarefied. The temperature becomes 5568°C at its outer limit but this temperature is entirely different from the air temperature of the earth’s surface as it is never felt.

Essay # 5. Heating of the Atmosphere:

The sun is the main source of energy and heat. It provides solar energy (insolation) or fuel for the process of weather and climate. The energy emitted by the sun is known as solar radiation. The incoming solar radiation to the earth is known as insolation.

It is estimated, that the earth is receiving nearly two calories of heat per square centimetre per minute. This fixed amount of heat is known as solar constant. Of the incoming solar radiation nearly 50 per cent is able to reach the earth surface and the rest 50 per cent is reflected back into the space from the atmosphere and from ground.

The amount of insolation differs from place to place and depends on:

(a) Distance from the sun and its elevation,

(b) The amount of atmosphere to be crossed,

(c) Duration of sunlight, and 

(d) The output of energy by the sun.

The perpendicular rays have to pass through a smaller portion of atmosphere and spread over a small extent of surface. That is why regions receiving direct and perpendicular rays are warmer than others. Similarly, insolation has a direct relationship with the duration of sunlight.

As the duration of sunlight varies with latitude and seasons, so is the case with insolation. Besides, the output of energy from the sun varies to the extent of 5-10 per cent with the increase or decrease of the sunspots. This results in the variation of solar constant by nearly 2 per cent.

The atmosphere is heated in four ways:

(1) Convection,

(2) Conduction,

(3) Radiation, and 

(4) Compression.

(1) Convection:

Transfer of heat of atmosphere from one place to another is known as convection. When the surface of the earth is heated more as compared to the upper layers of atmosphere, the air near the earths’ surface also gets heated and rises above due to decrease in density.

By the continuous upward movement of hot air, a vacuum is produced and cooler air from the surrounding areas comes in. In this way, convectional current takes place and the heat is transferred to upper layers of atmosphere. Convection is the main process in the heating of the atmosphere.

(2) Conduction:

Conduction is a process of transfer of heat by molecular activity. When two bodies with unequal temperature come into contact, there is a flow of energy from the warmer body to the cooler one. The lower layer of atmosphere especially that comes into direct contact with the surface of the earth gets heated through the process of conduction.

(3) Radiation:

Radiation is the direct heating by the transmission of heat waves. The upper layer of atmosphere absorbs some amount of heat of the rays of the sun as they pass through the atmosphere. Radiation from the earth is called terrestrial radiation. Due to certain chemical and physical properties of the elements of atmosphere, they absorb more heat from the terrestrial radiation rather than the radiation from the sun.

(4) Compression:

Another method of heating is compression. When cold air descends, its weight compresses the air below and the air of the lower layer is heated up due to pressure from above and temperature rises.

Heat Balance:

It is found that there is a balance of incoming solar radiation and the amount of terrestrial radiation returned to space. The balance of incoming and outgoing radiation is termed as heat balance.

Global Warming:

Global warming means the increase of temperature of the earth. The various gases present in atmosphere absorb and radiate the sunlight by greenhouse process. This process increases the temperature of the earth. There are various factors responsible for heating of the earth.

1. Actions of human being:

The human activities add methane and carbon dioxide to the atmosphere mainly through burning of fossil fuels and various agricultural activities. The carbon dioxide allows incoming solar radiation to enter into the earth surface but it absorbs the terrestrial radiation and sends back to the earth. The process helps increase surface temperature of the earth.

2. Industrialization:

Rapid industrialization, technological change, revolution in agricultural development and transport have resulted in large supply of carbon dioxide, methane and chlorofluorocarbon gases to the atmosphere. Some of these gases are consumed by vegetation and some portion dissolved in ocean water.

Nearly 50 per cent remains in the atmosphere. These gases absorb the terrestrial radiation and send back to the earth. The process helps increase surface temperature of the earth.

Scientists have predicted that by 2020, temperature over the earth would be higher than that of the same during the last 1000 years. Therefore, it is very essential to reduce greenhouse effect and lower the amount of carbon dioxide which is mainly responsible for global warming.

The solar energy received by the earth’s surface including both ground surface and water surface (of the seas and the oceans) is converted into heat energy ill the form of sensible heat (heat that can be measured by thermometer) and is temporarily stored. This stored energy is radiated from the ground and water surface in the form of long-waves into the atmosphere.

The proc­ess of radiation of heat energy from the earth’s surface is called ground radiation (including radiation from both, ground surface and water surface). The part of this ground radiation after being absorbed by the at­mosphere is again radiated back to the earth’s surface. This process of radiation of terrestrial heat energy from the atmosphere back to the earth’s surface is called counter-radiation. The counter-radiation is effected mainly by water vapour and atmospheric carbon diox­ide.

Heating of the Atmosphere by Direct Insolation :

The heat energy is radiated from the outer sur­face of the sun (photosphere) in the form of long-waves. The atmosphere absorbs 14 per cent of incoming short wave solar radiation through ozone, water vapour etc. present therein. Seven per cent of this energy is spread in the lower atmosphere up to the height of 2km. It is apparent that this amount is too low to heat the atmos­phere significantly.

Conduction :

The transfer of heat through the molecules of matter in any body is called conduction.

The transfer of heat under the process of conduction may be accom­plished in two ways viz.:

(i) From one part of a body to the other part of the same body, and

(ii) From one body to the other touching body.

Conduction may be effec­tive only when there is difference in temperatures in different parts of a single body or in two bodies and the process continues till the temperatures of all parts of a body or of two touching bodies become same.

It is obvious that heat moves from warmer body to the cooler body through molecular movement. The rate of transfer of heat through molecular movement depends on the heat conductivity of the substance. The sub­stance or a body which allows transfer of heat through conduction at a very fast rate is called good conductor of heat while the substance or a body which retards conduction of heat is called bad or poor conductor of heat. Metal is a good conductor of heat while air is very poor conductor of heat.

The earth’s surface is heated during day-time after receiving solar radiation. The air coming in contact with the warmer ground surface is also heated because of transfer of heat (conduction of heat) from the ground surface through the molecules to the air. Since air is very poor conductor of heat and hence the transfer of heat from the ground surface through conduction is effective only up to a few metres in the lower atmosphere.

The ground surface becomes colder than the air above during winter nights and thus heat is transferred from the lower portion of the atmos­phere to the ground surface and thus the atmosphere is cooled.

Terrestrial Radiation :

The process of transfer of heat from one body to the other body without the aid of a material medium (e.g., solid, liquid or gas) is called radiation.

There are two basic laws which govern the nature of flow of heat energy through radiation:

(a) Wien’s displacement law ‘states that the wave­length of the radiation is inversely proportional to the absolute temperature of the emitting body’.

(b) Stefan-Boltzmann law ‘states that flow, or flux of radiation is proportional to the fourth power of the absolute temperature of the radiating body’.

The earth’s surface after receiving insolation from the sun through shortwave electromagnetic ra­diation gets heated and radiates heat to the atmosphere in the form of long-wave or infrared radiation through­out 24 hours. It may be remembered that the atmos­phere is more or less transparent for incoming shortwave solar radiation but it absorbs more than 90 per cent of outgoing long-wave terrestrial radiation through water vapour, carbon dioxide, ozone etc.

Thus, the terrestrial radiation is the most important source of heating of the atmosphere. The process of radiation of heat from the earth’s surface is called ground radiation. The part of this ground radiation after being absorbed by the at­mosphere is radiated back to the earth’s surface. This process of radiation of terrestrial heat energy from the atmosphere back to the earth’s surface is called coun­ter-radiation which is effected mainly by water vapour and atmospheric carbon dioxide.

This mechanism known as greenhouse effect keeps the lower atmosphere and the ground surface relatively warmer. Thus, the atmos­phere acts as window glass-pane which allows the shortwave solar radiation to come in and prevent the long-wave terrestrial radiation to escape into space.

It is obvious that the increase in the concentra­tion of carbon dioxide in the atmosphere will increase the greenhouse effect and thus the temperature of the earth’s surface would increase. It may be pointed out that carbon dioxide also absorbs long-wave terrestrial radiation and helps in keeping the lower atmosphere and the ground surface warmer. Water vapour absorbs both the incoming shortwave solar radiation and out­going long-wave terrestrial radiation.

Since most of water vapour is concentrated in the lower atmosphere (90 per cent of the total atmospheric water vapour is found upto the height of 5km in the lower atmosphere) and hence both the incoming solar radiation and outgo­ing terrestrial radiation increase with increasing height. This is the reason that high mountains are called radiation windows.

Convection :

The transfer of heat energy through the move­ment of a mass of substance from one place to another place is called convection. The process of convection becomes effective only in fluids or gases because their internal mass motion activates convection of heat energy. The earth’s surface gets heated after receiving heat energy (insolation) from the sun.

Consequently, the air coming in contact with the warmer earth’s surface also gets heated and expands in volume. Thus, warmer air becomes lighter and rises upward and a vertical circulation of air is set in. Conversely, the relatively colder air aloft becomes heavier because of contraction in volume and thus descends to reach the earth’s surface. The descending air is warmed because of dry adiabatic rate and warm ground surface.

This warm air again ascends because of increase in volume and decrease in density. The whole mechanism of ascent of warmer air and descent of colder air generates convection currents in the lower atmosphere. This convective mechanism transports heat from the ground surface to the atmosphere and thus helps in the heating of the lower atmosphere. Similarly, horizontal convection currents are also generated on the ground surface.

Besides, atmosphere is also heated through la­tent heat of condensation, and expansion and compres­sion of air.

Essay # 6. Chemistry of Earth’s Atmosphere:

The Earth’s atmosphere is 99.9% nitrogen, oxygen and argon, of the remaining 0.1%, roughly half (0.04%) is accounted for by the three transition gases CO 2 , Ne and He.

The remaining minute fraction of the atmosphere (0.66%) is composed of a complex mixture of hundreds of trace gases, the most abundant being methane at 1.7 ppm. Many gases at the parts per trillion levels (10- 12 v/v), are entirely man-made but may still have significant effect on the environment.

Some trace gases control or affect the Earth’s climate and stability. Long lived gases that are increasing at substantial rates because of human activities are of particular current interest since they lead eventually to stratospheric ozone depletion, global warming, and disturbances in atmosphere chemistry that many believe will be harmful to human life.

As per the present estimate the composition of the atmospheric gases are presented in Table 10.1. Substantial effects of human activities on the global cycles of trace gases have arisen only during the last century.

Since 1800 the human population has increased from 1 to 7 billion, bringing with it fast changes in the surface of the earth and disturbing the global balance of the trace gases, changing in atmospheric composition that have occurred are unprecedented during the last several thousand years.

The rate of change is much faster now than can occur from natural climatic cycles, although it is hard to prove that there were no times when trace gas concentrations did not rise rapidly and later fall. The changes that are occurring now have their origin in the Industrial Revolution (since 1760) and the expansion of technology.

These changes are directly related to human events and activities. There is a prevalent belief that the changes man is causing to the atmospheric environment are unnatural and unhealthy.

There were various types of natural processes like volcanic, earthquake, decomposition and climatic transformations that led to the changes in global atmospheric composition in addition to man-made activities like industrialisation, urbanisation and modernisation of agricultural activities.

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How Does Stress Affect the Body? Essay

Introduction.

Stress is an inseparable part of any human experience, which is why its effects on the body need to be examined further. Although efforts must be applied to reduce the extent of stress and the exposure to it, eradicating the specified phenomenon from an individual’s life is presently impossible and barely productive (American Psychiatric Association, 2013). Instead, the effects of stress and their mitigation need to be learned closer to reduce possible health outcomes. Especially after the pandemic of COVID-19 has made the levels of stress in people worldwide skyrocket, the significance of studying the levels of stress on the human body has grown tremendously (Schönrich et al. 3). This paper will examine the effects of stress on different systems within a human body, further recommending the strategies that can be used to alleviate the adverse outcomes.

Stress: Definitions

Before proceeding with listing the multiple outcomes of stress affecting the human body and its multiple systems, one might want to define the subject matter first. The notion of stress might seem simple enough, meaning mostly feeling of unease caused by negative emotions. However, the concept of stress is far more complex due to the presence of multiple factors determining its development, as well as the numerous ways in which it can manifest itself (Schönrich et al. 2). Therefore, to define stress, one may need to consider several perspectives.

As a separate health issue, stress does not occur in the Diagnostic and Statistical Manual of Mental Disorders (DSM–5). Instead, DSM-5 offers definitions for posttraumatic stress disorder (PTSD), acute stress disorder (ASD), anxiety, and related conditions (American Psychiatric Association 265). The described approach is quite reasonable since the very notion of stress is quite broad. Indeed, examining the subject matter, one will recognize the presence of a twofold nature of it. Namely, stress encompasses both the state of anxiety and emotional unease, while also implying the range of external factors affecting an individual. Collier et al. suggest that stress should be defined as “the environment that places a strain on a biological system” (10367). As shown in the described definition, the notion of stress is seen as a combination of the components that elicit negative emotions and confusion.

Stress and the Human Body

To examine the effects of stress on the human body, a basic understanding of how the human body functions are needed. To simplify the exploration of the complex neurological pathways that the stress response suggests, one may need to isolate eleven primary systems within the human body. These are the musculoskeletal, respiratory, cardiovascular, endocrine, gastrointestinal, nervous, reproductive, digestive, immune, urinary, and exocrine (Rathus and Nevid 17). Since changes occur within every system and are intertwined closely within the human body, it is crucial to consider each with the described connection in mind.

Effects of Stress on the Musculoskeletal and Exocrine Systems

As an immediate and instinctive response to stress, the muscles in the human body become tense. The specified reaction causes muscles to become the shield against a possible injury, also allowing one either to fight effectively or to run (Rathus and Nevid 121). The increase in muscle tension is spurred by the rise in the levels of cortisol, which is a steroid hormone produced by the adrenal cortex located in the adrenal gland (Rathus and Nevid 121). In turn, chronic stress causes muscles to be overly tense constantly, which may lead to long-term effects such as muscle cramps (Rathus and Nevid 122). Prolonged stress also affects the exocrine system in the long term, causing hair loss and brittle nails.

Effects of Stress on the Respiratory System

In the event of a sudden introduction of stress factors, the respiratory system responds in increased activity. Namely, the number of breaths per minute increases due to the rise in the need to supply oxygen to muscles and the brain (Hales and Hales 22). The described outcome is linked directly to the aforementioned “fight or flight” instinct, which enables the body to increase the speed and precision of its reactions to external factors. Furthermore, due to the constriction of the air pathways, breaths become shorter and faster (Rathus and Nevid 124). Thus, the respiratory system becomes overloaded in the event of acute stress; in fact, studies show that an asthma attack may occur as a result (Rathus and Nevid 124).

Effects of Stress on the Cardiovascular System

Due to the need to supply an increased amount of oxygen to lungs and muscles, the rise in breaths per minute causes the cardiovascular system to function at a faster pace as well, raising the heartbeat significantly. The observed phenomenon is explained by stronger heart contractions caused by the increase in the levels of cortisol, as well as adrenaline and noradrenaline (Hales and Hales 22). Furthermore, due to the need for a larger oxygen intake for the body, the amount of blood pumped through the blood vessels and the heart increases substantially, causing a faster heart rate and an increased workload for the cardiovascular system.

Effects of Stress on the Nervous System

Being under the influence of stress-inducing factors, the nervous system also produces an immediate response. However, before assessing the effects of stress on it, one should mention that the nervous system is typically split into two main parts, namely, the autonomic and somatic ones (Hales and Hales 24). The former, in turn, is subdivided into the sympathetic (SNS) and parasympathetic (PNS) nervous systems (Hales and Hales 24). The latter plays a direct role in activating the aforementioned “fight or flight” response as it sends signals to the adrenal medulla and the pituitary gland (Hales and Hales 22). As a result, the glands releasing cortisol, adrenalin, and noradrenalin are activated, causing immediate changes in the rest of the systems, particularly, the endocrine and the respiratory ones. Thus, the chain of immediate responses toward the emerging risk is launched. When affected by stress in the long term, the nervous system continues to respond, causing further deterioration of the body.

Effects of Stress on the Endocrine System

As emphasized above, stress factors cause an immediate release of the hormones that activate the rest of the systems. Therefore, what is known as the hypothalamic-pituitary-adrenal (HPA) axis within the endocrine system is activated once stress factors emerge. As a result, stress-related hormones, primarily, cortisol, adrenalin, and noradrenalin, are produced. Cortisol, in turn, supplies the energy needed to address a stress-related situation.

Effects of Stress on the Gastrointestinal and Reproductive Systems

The gastrointestinal system also responds to stress quite promptly due to the immense number of neurons in it. However, due to the disruption of the standard functioning of the gastrointestinal cells, stress can result in muscle spasms within the gastrointestinal system. The described phenomenon may entail a variety of effects ranging from diarrhea to constipation.

Examining the effects of stress on the human reproductive system, one should consider the differences between the male and female ones. In the male system, due to the rise in the levels of testosterone, which is activated through the parasympathetic path, the phenomenon of arousal is often observed as a response to immediate threat and stress (Hales and Hales 23). In the female reproductive system, long-term effects such as the disruption of the menstrual cycle and the inability to conceive can be seen as the key outcomes.

Effects of Stress on the Urinary and Excretory Systems

In an overactive bladder, the increased level of stress may lead to more rapid functioning and the need to urinate more frequently, leading to incontinence. In the long term, the specified effects may cause additional health conditions, such as bladder inflammation. Similarly, the excretory system’s functioning is disrupted to a considerable degree under the influence of both short- and long-term stress. The specified effects are likely to aggravate until the stress factors are removed from an individual’s environment, which is why the threat of kidney damage must be considered for those experiencing constant emotional distress.

Effects of Stress on the Immune System

As a rule, a significant drop in the functioning of the immune system is observed after individual experiences severe stress. When considering short-term stress, the immune system of an individual remains unaffected for the most part; however, in the long term, the immune system suffers significantly. Due to the focus on managing a specific set of stress factors, the human body loses the ability to produce antibodies as effectively as it used to do. Consequently, one’s ability to withstand the impact of multiple health threats is diminished to a large extent, causing one to become more susceptible to infectious diseases and, overall, more vulnerable to health threats. The described outcomes suggest that the immune system must remain one of the priorities when addressing stress as a health concern.

Effects of Stress on the Lymphatic System

Finally, the effects that stress produces on the lymphatic system of an individual need to be touched upon. The lymphatic system is also affected once an individual is exposed to stress, causing the neural-inflammatory signaling to be reduced significantly. Long-term exposure to stress may cause the development of cancerous cells in lymph nodes, as a recent study explains (Le and Sloan 3). Therefore, addressing the problem of stress promptly is essential to prevent oncological issues from developing.

Although stress is often taken for granted and believed to have mostly superficial effects solely on the nervous system, it affects profoundly the entirety of the human body. Even in the instances when stress occurs for a short amount of time, the changes taking place in one’s body are very noticeable, causing a string of adverse effects. In the long term, the effects of stress on one’s health are detrimental since stress affects every single system. Thus, creating strategies for managing stress as a tangible threat to one’s well-being is instrumental. Moreover, promoting patient education concerning the strategies for managing stress and preventing it from taking place needs to be designed.

Works Cited

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) . American Psychiatric Publishing.

Center on the Developing Child. “Brief: Connecting the Brain to the Rest of the Body.” CDC , Web.

Collier, Robert J., et al. “A 100-Year Review: Stress Physiology Including Heat Stress.” Journal of dairy science, vol. 100, no. 12, 2017, pp. 10367-10380. Web.

Hales, Dianne, and Julia Hales. Personal Stress Management: Surviving to Thriving . Nelson Education, 2016.

Le, Caroline P., and Erica K. Sloan. “Stress-Driven Lymphatic Dissemination: An Unanticipated Consequence of Communication between the Sympathetic Nervous System and Lymphatic Vasculature.” Molecular & Cellular Oncology , vol. 3, no. 4, 2016, pp. 1-8.

Mental Health. “Anxiety Global.” OurWorldData , 2020, Web.

Rathus, Spencer A., and Jeffrey S. Nevid. Psychology and the Challenges of Life: Adjustment and Growth . John Wiley & Sons, 2019.

Schönrich, Günther, Martin J. Raftery, and Yvonne Samstag. “Devilishly Radical NETwork in COVID-19: Oxidative Stress, Neutrophil Extracellular Traps (NETs), and T Cell Suppression.” Advances in Biological Regulation , vol. 77, 2020, pp. 1-12.

“The Body Systems.” Adelphi , 2020, Web.

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How to Write a Life Story Essay

Last Updated: April 14, 2024 Fact Checked

This article was co-authored by Alicia Cook . Alicia Cook is a Professional Writer based in Newark, New Jersey. With over 12 years of experience, Alicia specializes in poetry and uses her platform to advocate for families affected by addiction and to fight for breaking the stigma against addiction and mental illness. She holds a BA in English and Journalism from Georgian Court University and an MBA from Saint Peter’s University. Alicia is a bestselling poet with Andrews McMeel Publishing and her work has been featured in numerous media outlets including the NY Post, CNN, USA Today, the HuffPost, the LA Times, American Songwriter Magazine, and Bustle. She was named by Teen Vogue as one of the 10 social media poets to know and her poetry mixtape, “Stuff I’ve Been Feeling Lately” was a finalist in the 2016 Goodreads Choice Awards. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 101,842 times.

A life story essay involves telling the story of your life in a short, nonfiction format. It can also be called an autobiographical essay. In this essay, you will tell a factual story about some element of your life, perhaps for a college application or for a school assignment.

Preparing to Write Your Essay

• If you are writing a personal essay for a college application, it should serve to give the admissions committee a sense of who you are, beyond the basics of your application file. Your transcript, your letters of recommendation, and your resume will provide an overview of your work experience, interests, and academic record. Your essay allows you to make your application unique and individual to you, through your personal story. [2] X Research source
• The essay will also show the admissions committee how well you can write and structure an essay. Your essay should show you can create a meaningful piece of writing that interests your reader, conveys a unique message, and flows well.
• If you are writing a life story for a specific school assignment, such as in a composition course, ask your teacher about the assignment requirements.

• Include important events, such as your birth, your childhood and upbringing, and your adolescence. If family member births, deaths, marriages, and other life moments are important to your story, write those down as well.
• Focus on experiences that made a big impact on you and remain a strong memory. This may be a time where you learned an important life lesson, such as failing a test or watching someone else struggle and succeed, or where you felt an intense feeling or emotion, such as grief over someone’s death or joy over someone’s triumph.

• Have you faced a challenge in your life that you overcame, such as family struggles, health issues, a learning disability, or demanding academics?
• Do you have a story to tell about your cultural or ethnic background, or your family traditions?
• Have you dealt with failure or life obstacles?
• Do you have a unique passion or hobby?
• Have you traveled outside of your community, to another country, city, or area? What did you take away from the experience and how will you carry what you learned into a college setting?

• Remind yourself of your accomplishments by going through your resume. Think about any awards or experiences you would like spotlight in your essay. For example, explaining the story behind your Honor Roll status in high school, or how you worked hard to receive an internship in a prestigious program.
• Remember that your resume or C.V. is there to list off your accomplishments and awards, so your life story shouldn't just rehash them. Instead, use them as a jumping-off place to explain the process behind them, or what they reflect (or do not reflect) about you as a person.

• The New York Times publishes stellar examples of high school life story essays each year. You can read some of them on the NYT website. [8] X Research source

Writing Your Essay

• For example, you may look back at your time in foster care as a child or when you scored your first paying job. Consider how you handled these situations and any life lessons you learned from these lessons. Try to connect past experiences to who you are now, or who you aspire to be in the future.
• Your time in foster care, for example, may have taught you resilience, perseverance and a sense of curiosity around how other families function and live. This could then tie into your application to a Journalism program, as the experience shows you have a persistent nature and a desire to investigate other people’s stories or experiences.

• Certain life story essays have become cliche and familiar to admission committees. Avoid sports injuries stories, such as the time you injured your ankle in a game and had to find a way to persevere. You should also avoid using an overseas trip to a poor, foreign country as the basis for your self transformation. This is a familiar theme that many admission committees will consider cliche and not unique or authentic. [11] X Research source
• Other common, cliche topics to avoid include vacations, "adversity" as an undeveloped theme, or the "journey". [12] X Research source

• Try to phrase your thesis in terms of a lesson learned. For example, “Although growing up in foster care in a troubled neighborhood was challenging and difficult, it taught me that I can be more than my upbringing or my background through hard work, perseverance, and education.”
• You can also phrase your thesis in terms of lessons you have yet to learn, or seek to learn through the program you are applying for. For example, “Growing up surrounded by my mother’s traditional cooking and cultural habits that have been passed down through the generations of my family, I realized I wanted to discover and honor the traditions of other, ancient cultures with a career in archaeology.”
• Both of these thesis statements are good because they tell your readers exactly what to expect in clear detail.

• An anecdote is a very short story that carries moral or symbolic weight. It can be a poetic or powerful way to start your essay and engage your reader right away. You may want to start directly with a retelling of a key past experience or the moment you realized a life lesson.
• For example, you could start with a vivid memory, such as this from an essay that got its author into Harvard Business School: "I first considered applying to Berry College while dangling from a fifty-food Georgia pine tree, encouraging a high school classmate, literally, to make a leap of faith." [15] X Research source This opening line gives a vivid mental picture of what the author was doing at a specific, crucial moment in time and starts off the theme of "leaps of faith" that is carried through the rest of the essay.
• Another great example clearly communicates the author's emotional state from the opening moments: "Through seven-year-old eyes I watched in terror as my mother grimaced in pain." This essay, by a prospective medical school student, goes on to tell about her experience being at her brother's birth and how it shaped her desire to become an OB/GYN. The opening line sets the scene and lets you know immediately what the author was feeling during this important experience. It also resists reader expectations, since it begins with pain but ends in the joy of her brother's birth.
• Avoid using a quotation. This is an extremely cliche way to begin an essay and could put your reader off immediately. If you simply must use a quotation, avoid generic quotes like “Spread your wings and fly” or “There is no ‘I’ in ‘team’”. Choose a quotation that relates directly to your experience or the theme of your essay. This could be a quotation from a poem or piece of writing that speaks to you, moves you, or helped you during a rough time.

• Always use the first person in a personal essay. The essay should be coming from you and should tell the reader directly about your life experiences, with “I” statements.
• For example, avoid something such as “I had a hard time growing up. I was in a bad situation.” You can expand this to be more distinct, but still carry a similar tone and voice. “When I was growing up in foster care, I had difficulties connecting with my foster parents and with my new neighborhood. At the time, I thought I was in a bad situation I would never be able to be free from.”

• For example, consider this statement: "I am a good debater. I am highly motivated and have been a strong leader all through high school." This gives only the barest detail, and does not allow your reader any personal or unique information that will set you apart from the ten billion other essays she has to sift through.
• In contrast, consider this one: "My mother says I'm loud. I say you have to speak up to be heard. As president of my high school's debate team for the past three years, I have learned to show courage even when my heart is pounding in my throat. I have learned to consider the views of people different than myself, and even to argue for them when I passionately disagree. I have learned to lead teams in approaching complicated issues. And, most importantly for a formerly shy young girl, I have found my voice." This example shows personality, uses parallel structure for impact, and gives concrete detail about what the author has learned from her life experience as a debater.

• An example of a passive sentence is: “The cake was eaten by the dog.” The subject (the dog) is not in the expected subject position (first) and is not "doing" the expected action. This is confusing and can often be unclear.
• An example of an active sentence is: “The dog ate the cake.” The subject (the dog) is in the subject position (first), and is doing the expected action. This is much more clear for the reader and is a stronger sentence.

• Lead the reader INTO your story with a powerful beginning, such as an anecdote or a quote.
• Take the reader THROUGH your story with the context and key parts of your experience.
• End with the BEYOND message about how the experience has affected who you are now and who you want to be in college and after college.

Editing Your Essay

• For example, a sentence like “I struggled during my first year of college, feeling overwhelmed by new experiences and new people” is not very strong because it states the obvious and does not distinguish you are unique or singular. Most people struggle and feel overwhelmed during their first year of college. Adjust sentences like this so they appear unique to you.
• For example, consider this: “During my first year of college, I struggled with meeting deadlines and assignments. My previous home life was not very structured or strict, so I had to teach myself discipline and the value of deadlines.” This relates your struggle to something personal and explains how you learned from it.

• It can be difficult to proofread your own work, so reach out to a teacher, a mentor, a family member, or a friend and ask them to read over your essay. They can act as first readers and respond to any proofreading errors, as well as the essay as a whole.

Expert Q&A

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• ↑ http://education.seattlepi.com/write-thesis-statement-autobiographical-essay-1686.html
• ↑ https://study.com/learn/lesson/autobiography-essay-examples-steps.html
• ↑ https://www.psychologytoday.com/blog/fulfillment-any-age/201101/writing-compelling-life-story-in-500-words-or-less
• ↑ Alicia Cook. Professional Writer. Expert Interview. 11 December 2020.
• ↑ https://mycustomessay.com/blog/how-to-write-an-autobiography-essay.html
• ↑ https://www.ahwatukee.com/community_focus/article_c79b33da-09a5-11e3-95a8-001a4bcf887a.html
• ↑ http://www.nytimes.com/2014/05/10/your-money/four-stand-out-college-essays-about-money.html
• ↑ https://www.youtube.com/watch?v=xY9AdFx0L4s
• ↑ https://www.medina-esc.org/Downloads/Practical%20Advice%20Writing%20College%20App%20Essay.pdf
• ↑ http://www.businessinsider.com/successful-harvard-business-school-essays-2012-11?op=1
• ↑ http://www.grammar-monster.com/glossary/passive_sentences.htm

About This Article

A life story essay is an essay that tells the story of your life in a short, nonfiction format. Start by coming up with a thesis statement, which will help you structure your essay. For example, your thesis could be about the influence of your family's culture on your life or how you've grown from overcoming challenging circumstances. You can include important life events that link to your thesis, like jobs you’ve worked, friendships that have influenced you, or sports competitions you’ve won. Consider starting your essay with an anecdote that introduces your thesis. For instance, if you're writing about your family's culture, you could start by talking about the first festival you went to and how it inspired you. Finish by writing about how the experiences have affected you and who you want to be in the future. For more tips from our Education co-author, including how to edit your essay effectively, read on! Did this summary help you? Yes No

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Body of Final Victim in Baltimore Bridge Collapse Is Found

The victim, José Mynor López, was a member of a work crew that had been filling potholes on the bridge when it was struck in March by a container ship.

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By Campbell Robertson

The body of the sixth and final victim who died in the collapse of the Francis Scott Key Bridge in Baltimore was found on Tuesday, officials said, bringing to a close a difficult salvage mission after the country’s deadliest bridge collapse in more than a decade.

The victim, José Mynor López, 37, was a member of a work crew that had been filling potholes on the bridge when it was struck on March 26 by the Dali, a container ship on its way to Sri Lanka that apparently lost power after leaving the Port of Baltimore.

Five of his co-workers also died in the collapse, though it took six weeks to find all of the bodies, a daunting task that required divers to sift through mangled steel and crumbled concrete amid swift currents in murky water. Two other workers were rescued from the waters in the hours after the collapse.

All of the men who died were immigrants, from El Salvador, Guatemala, Honduras and Mexico. Mr. López was from Guatemala and had come to Baltimore for a better life, his brother, Jovani López, told The New York Times . He was married with two young children, a boy and girl, Jovani López said.

“With heavy hearts, today marks a significant milestone in our recovery efforts and providing closure to the loved ones of the six workers who lost their lives in this tragic event,” Col. Roland L. Butler Jr., superintendent of the Maryland Department of State Police, said in a statement on Tuesday.

Gov. Wes Moore, in a statement, offered prayers to the friends and families of the six men who died. “We remain steadfast in our commitment to enduring support and will forever remember the lives of these six Marylanders,” he said.

There is still work ahead. The Dali, which was carrying 4,700 shipping containers when it left the port, is still sitting in the Patapsco River under an enormous piece of the bridge, which is part of Interstate 695 and a critical transportation link on the East Coast. The authorities have announced a goal of restoring full access to the channel by the end of May.

This week, engineers are planning to remove a huge section of bridge weighing thousands of pounds that is sitting across the bow of the Dali, a complex task that involves handling collapsed pieces of the roadway, damaged shipping containers and pieces of the bridge supports.

Crews have removed 182 containers from the Dali as part of this operation. When completed, it will free the ship to be refloated and guided back to port.

Campbell Robertson reports on Delaware, the District Columbia, Kentucky, Maryland, Ohio, Pennsylvania and Virginia, for The Times. More about Campbell Robertson

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Thich Nhat Hanh’s Walking Meditation

The late Thich Nhat Hanh emphasized the practice of mindful walking as a profound way to deepen our connection with our body and the earth. Read on and learn how to breathe, take a mindful step, and come back to your true home.

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Many of us walk for the sole purpose of getting from one place to another. Now suppose we are walking to a sacred place. We would walk quietly and take each gentle step with reverence. I propose that we walk this way every time we walk on the earth. The earth is sacred and we touch her with each step. We should be very respectful, because we are walking on our mother. If we walk like that, then every step will be grounding, every step will be nourishing.

We can train ourselves to walk with reverence. Wherever we walk, whether it’s the railway station or the supermarket, we are walking on the earth and so we are in a holy sanctuary. If we remember to walk like that, we can be nourished and find solidity with each step.

To walk in this way, we have to notice each step. Each step made in mindfulness can bring us back to the here and the now. Go slowly. Mindfulness lights our way. We don’t rush. With each breath we may take just one step. We may have run all our life, but now we don’t have to run anymore. This is the time to stop running. To be grounded in the earth is to feel its solidity with each step and know that we are right where we are supposed to be.

Each mindful breath, each mindful step, reminds us that we are alive on this beautiful planet. We don’t need anything else. It is wonderful enough just to be alive, to breathe in, and to make one step. We have arrived at where real life is available—the present moment. If we breathe and walk in this way, we become as solid as a mountain.

There are those of us who have a comfortable house, but we don’t feel that we are at home. We don’t want for anything, and yet we don’t feel at home. All of us are looking for our solid ground, our true home. The earth is our true home and it is always there, beneath us and around us. Breathe, take a mindful step, and arrive. We are already at home.

Uniting Body and Mind

We can’t be grounded in our body if our mind is somewhere else. We each have a body that has been given us by the earth. This body is a wonder. In our daily lives, we may spend many hours forgetting the body. We get lost in our computer or in our worries, fear, or busyness. Walking meditation makes us whole again. Only when we are connected with our body are we truly alive. Healing is not possible without that connection. So walk and breathe in such a way that you can connect with your body deeply.

Walking meditation unites our body and our mind. We combine our breathing with our steps. When we breathe in, we may take two or three steps. When we breathe out, we may take three, four, or five steps. We pay attention to what is comfortable for our body.

Our breathing has the function of helping our body and mind to calm down. As we walk, we can say, Breathing in, I calm my body. Breathing out, I bring peace into my body. Calming the breath calms the body and reduces any pain and tension.

Walking meditation is first and foremost a practice to bring body and mind together peacefully.

When we walk like this, with our breath, we bring our body and our mind back together. Our body and our mind are two aspects of the same reality. If we remove our mind from our body, our body is dead. If we take our body out of our mind, our mind is dead. Don’t think that one can be if the other is not.

Walking meditation is first and foremost a practice to bring body and mind together peacefully. No matter what we do, the place to start is to calm down, because when our mind and our body have calmed down, we see more clearly. When we see our anger or sadness clearly, it dissipates. We begin to feel more compassion for ourselves and others. We can only feel this when body and mind are united.

Walking meditation should not be work. It is very pleasant, especially in the early morning when the air is still very fresh. When we walk mindfully, we see the beauty and the wonder of the earth around us, and we wake up. We see that we are living a very wonderful moment. If our mind is caught and preoccupied with our worries and suffering, we miss these things. We can value each step we take, and each step brings us happiness. When we look again at the earth and the sky, we see that the earth is a wonderful reality.

We Are Not Separate From the Earth

We think that the earth is the earth and we are something outside of the earth. But in fact we are inside of the earth. Imagine that the earth is the tree and we are a leaf. The earth is not the environment, something outside of us that we need to care for. The earth is us. Just as your parents, ancestors, and teachers are inside you, the earth is in you. Taking care of the earth, we take care of ourselves.

When we see that the earth is not just the environment, that the earth is in us, at that moment you can have real communion with the earth. But if we see the earth as only the environment, with ourselves in the center, then we only want to do something for the earth in order for us to survive. But that is not enough. That is a dualistic way of seeing.

We have to practice looking at our planet not just as matter, but as a living and sentient being. The universe, the sun, and the stars have contributed many elements to the earth, and when we look into the earth we see that it’s a very beautiful flower containing the presence of the whole universe. When we look into our own bodily formation, we are made of the same elements as the planet. It has made us. The earth and the universe are inside of us.

When we take mindful steps on the earth, our body and mind unite, and we unite with the earth. The earth gave birth to us and the earth will receive us again. Nothing is lost. Nothing is born. Nothing dies. We don’t need to wait until after our body has disintegrated to go back to Mother Earth. We are going back to Mother Earth at every moment. Whenever we breathe, whenever we step, we are returning to the earth. Even when we scratch ourselves, skin cells will fall and return to the earth.

Breathing in, I know Mother Earth is in me. Breathing out, I know Mother Earth is in me.

Earth includes the life sphere and the atmosphere. So you don’t have to wait until you die to go back to Mother Earth, because you are already in Mother Earth. We have to return to take refuge in our beautiful planet. I know that earth is my home. I don’t need to die in order to go back to Mother Earth. I am in Mother Earth right now, and Mother Earth is in me.

You may like to try this exercise while you walk: Breathing in, I know Mother Earth is in me. Breathing out, I know Mother Earth is in me.

Paul Tillich, the German theologian, said, “God is not a person but not less than a person.” This is true of the earth as well. It is more than a person. It has given birth to millions of species, including human beings. Many ancient cultures believed there was a deity that inhabited the sun, and they worshiped the sun. But when I do walking meditation and touching the earth, I do not have that kind of dualistic view. I am not worshiping the earth as a separate deity outside of myself.

I think of the earth as a bodhisattva, a great and compassionate being. A bodhisattva is a being who has awakening, understanding, and love. Any living being who has awakening, peace, understanding, and love can be called a bodhisattva, but a bodhisattva doesn’t have to be a human being. When we look into a tree, we see the tree is fresh, it nourishes life, and it offers shade and beauty. It’s a place of refuge for so many birds and other creatures. A bodhisattva is not something that is up in the clouds far away from us. Bodhisattvas are all around us. A young person who has love, who has freshness, who has understanding, who offers us a lot of happiness, is a bodhisattva. The pine standing in the garden gives us joy, offers us oxygen, and makes life more beautiful.

When we say that earth is a beautiful bodhisattva, this is not our imagination. It is a fact that the earth is giving life and she is very beautiful. The bodhisattva is not a separate spirit inhabiting the earth; we should transcend that idea. There are not two separate things—the earth, which is a material thing, and the spirit of the earth, a nonmaterial thing that inhabits the earth.

Our planet earth is itself a true, great bodhisattva. It embodies so many great virtues. The earth is solid—it can carry so many things. It is patient—it takes its time moving glaciers and carving rocks. The earth doesn’t discriminate. We can throw fragrant flowers on the earth, or we can throw urine and excrement on the earth, and the earth purifies it. The earth has a great capacity to endure, and it offers so much to nourish us—water, shelter, food, and air to breathe.

When we recognize the virtues, the talent, the beauty of the earth bodhisattva, love is born. You love the earth and the earth loves you. You would do anything for the well-being of the earth. And the earth will do anything for your well-being. That is the natural outcome of the real loving relationship. The earth is not just your environment, to be taken care of or worshiped; you are each other. Every mindful step can manifest that love.

With each step the earth heals us, and with each step we heal the earth.

Part of love is responsibility. In Buddhism, we speak of meditation as an act of awakening. To awaken is to be awake to something. We need to be awake to the fact that the earth is in danger and living species on earth are also in danger. When we walk mindfully, each step reminds us of our responsibility. We have to protect the earth with the same commitment we have to protect our family and ourselves. The earth can nourish and heal us but it suffers as well. With each step the earth heals us, and with each step we heal the earth.

When we walk mindfully on the face of the earth, we are grounded in her generosity and we cannot help but be grateful. All of the earth’s qualities of patience, stability, creativity, love, and nondiscrimination are available to us when we walk reverently, aware of our connection.

Let the Buddha Walk

I have a student named Sister Tri Hai who spent a long time in prison. She was a peace activist I knew since she was in middle school. She came to the United States to study English literature before going back to Vietnam and becoming a nun. When she was out in the streets advocating for peaceful change, she was arrested and put in prison.

During the day, the prison guards didn’t like her to sit in meditation. When they see someone sitting in a prison cell solidly and stably, it feels a bit threatening. So she waited until the lights had gone out, and she would sit like a person who has freedom. In outer appearance she was caught in the prison. But inside she was completely free. When you sit like that, the walls are not there. You’re in touch with the whole universe. You have more freedom than people outside who are imprisoning themselves in their agitation.

Sister Tri Hai also practiced walking meditation in her prison cell. It was very small—after seven steps she had to turn around and come back. Sitting and walking mindfully gave her space inside. She taught other prisoners in her cell how to sit and how to breathe so they would suffer less. They were in a cold cell, but through their walking meditation, they were grounded in the solid beauty of the earth.

Those of us who can walk on the earth, who can walk in freedom, should do it. If we rush from one place to another, without practicing walking meditation, it is such a waste. What is walking for? Walking is for nothing. It’s just for walking. That is our ultimate aim—walking in the spring breeze. We have to walk so that we have happiness, so that we can be a free person. We have to let go of everything, and not seek or long or search for anything. There is enough for us to be happy.

All the Buddhist stories tell us that the Buddha had a lot of happiness when he sat, when he walked, when he ate. We have some experience of this. We know there are moments when we’re walking or sitting that we are so happy. We also know that there are times, because of illness or physical disability or because our mind is caught elsewhere, when we cannot walk freely like the Buddha. There are those of us who do not have the use of our legs. There are those of us who are in prison, like Sister Tri Hai, and only have a few feet of space. But we can all invite the Buddha to walk for us. When we have difficulty, we can leave that difficulty behind and let the Buddha walk for us. In a while the solidity of the earth can help us return to ourselves.

If we sit mindfully, if we walk mindfully and reverently on the earth, we will generate the energies of mindfulness, of peace, and of compassion in both body and mind.

We are made of body and mind. Our body can radiate the energy of peace and compassion. Our mind also has energy. The energy of the mind can be powerful. If the energy of the mind is filled with fear and anger, it can be very destructive. But if we sit mindfully, if we walk mindfully and reverently on the earth, we will generate the energies of mindfulness, of peace, and of compassion in both body and mind. This kind of energy can heal and transform.

If you walk reverently on the earth with two other people, soaking in the earth’s solidity, you will all three radiate and benefit from the energy of peace and compassion. If three hundred people sit or walk like this, each one generates the energy of mindfulness, peace, and compassion, and everyone in the group receives that healing energy. The energy of peace and mindfulness does not come from elsewhere. It comes from us. It comes from our capacity to breathe, to walk, to sit mindfully and recognize the wonders of life.

When you walk reverently and solidly on this earth and I do the same, we send out waves of compassion and peace. It is this compassion that will heal ourselves, each other, and this beautiful green earth.

Meditation: Walking on the Earth

Walk slowly, in a relaxed way. When you practice this way, your steps are those of the most secure person on earth. Feel the gravity that makes every step attach to the earth. With each step, you are grounded on the earth.

One way to practice walking meditation is to breathe in and take one step, and focus all your attention on the sole of your foot. If you have not arrived fully, 100 percent in the here and the now, don’t take the next step. I’m sure you can take a step like that because there is buddhanature in you. Buddhanature is the capacity of being aware of what is going on. It is what allows you to recognize what you are doing in the current moment and to say to yourself, I am alive, I am taking a step. Anyone can do this. There is a buddha in every one of us, and we should allow the buddha to walk.

While walking, practice conscious breathing by counting steps. Notice each breath and the number of steps you take as you breathe in and as you breathe out. Don’t try to control your breathing. Allow your lungs as much time and air as they need, and simply notice how many steps you take as your lungs fill up and how many you take as they empty, mindful of both your breath and your steps. The link is the counting.

When you walk uphill or downhill, the number of steps per breath will change. Always follow the needs of your lungs. You may notice that your exhalation is longer than your inhalation. You might find that you take three steps during your in-breath and four steps during your out-breath, or two steps, then three steps. If this is comfortable for you, please enjoy practicing this way. You can also try making the in-breath and the out-breath the same length, so that you take three steps with your in-breath and three with your out-breath. Keep walking and you will find the natural connection between your breath and your steps.

Don’t forget to practice smiling. Your half-smile will bring calm and delight to your steps and your breath, and help sustain your attention. After practicing for half an hour or an hour, you will find that your breath, your steps, your counting, and your half-smile all blend together in a marvelous balance of mindfulness. Each step grounds us in the solidity of the earth. With each step we fully arrive in the present moment.

Walking Meditation Poem

I take refuge in Mother Earth. Every breath, every step manifests our love. Every breath brings happiness. Every step brings happiness. I see the whole cosmos in the earth.

Thich Nhat Hanh

Our Bodies Were Meant to Move

If you don't want to become dependent on others, exercise..

Posted May 6, 2024 | Reviewed by Monica Vilhauer

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“Movamiento es vida.” Movement is life. This is a movie line from World War Z — when Brad Pitt’s character is encouraging another family to escape before zombies get them. The kicker? It also applies to aging.

The CDC (Centers for Disease Control) stresses that as an older adult, regular physical activity is one of the most important things you can do for your health, helping to prevent or delay many of the health problems that seem to come with age. Want to avoid becoming dependent on others? Exercise.

They recommend a minimum of 30 minutes a day, 5 days a week of moderate-intensity activity such as brisk walking. Don’t want to move daily? Okay, then 75 minutes a week of vigorous-intensity activity such as hiking, jogging, or running should do it. Two other days a week should contain activities that strengthen muscles to improve balance, such as standing on one foot, lunging across a room, or squatting deeply when nobody’s looking.

Of course, you knew all this. It's just hard to hear while comfortably floating down that river of “ denial .” It’s hard and you’ll be sore — nearly all the time. Exercise is not automatic to most of us. It takes planning. Besides, it’s simply not fair that we have to work harder to stay upright as we age. After all, these are the years we should be able to relax, right?

Perhaps what you didn’t know is that focused exercise can keep you from (1) hunching over (2) walking like a duck (3) having to sit down each time you pull up a pair of jeans, or (4) getting off the floor without grabbing onto a piece of furniture. And you are the only one who can decide if any of this matters.

You see, we don’t exercise to look svelte at our age. We do it to have the strength to recover from a fall without breaking a bone. We do it to climb steps. We do it to have the strength to hold and run with our grandchildren. And I agree — it’s not fair. I am not an “exercise” person. To do it regularly is what I refer to as a “necessary evil.” In the end, however. I know it’s a choice.

The BBC published a study a few years ago performed by the British Journal of Sports Medicine that studied how old age was affected by exercise. The real kicker? It was found to have as powerful an effect on life expectancy as giving up smoking , the researchers said. “The analysis of 5,700 elderly men in Norway showed those doing three hours of exercise a week lived around five years longer than the sedentary.”

The study conducted by Oslo University Hospital found both light and vigorous exercise played a role in extending life expectancy, while the official advice in the UK recommends 150 minutes of moderate exercise per week in the over-65s.

The trial tracking 68 to 77-year-olds found that doing less than an hour a week of light exercise had no impact; but overall those putting in the equivalent of six, 30-minute sessions of any intensity were 40% less likely to have died during the 11-year study. Even men aged 73 years had five years longer than those who remained sedentary.

How much would you pay for a few extra days, months, or even years of life? Are you convinced that 60 is the new 50? You might be right. StudyFinds.org reports that a study, conducted by a team of German and American researchers published in the journal Psychology and Aging used data analyzed from more than 14,000 people born between 1911 and 1974. And those in their mid-60s believe “old age” begins around 75. Those born after 1935 tended to push back the age at which they considered someone old. In other words, the threshold for being considered “old” has shifted upward over time.

If you’re on that same page — take heart. You’re not old yet! So get moving and push each year back a few weeks or months by getting out there and doing what needs to be done. Your family will thank you. Your body will thank you. And it might just keep you around long enough to read more “wagging finger” articles just like this one.

Dena Kouremetis is a freelance writer, author, and professional blogger with a lot to say about life after 55.

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A white dwarf star orbiting a sun-like star was thought to be impossibly small, but now astronomers have found another star in the system that solves the puzzle

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14 May 2024

A white dwarf acts as a lens for the light of the star behind it

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The mystery of a star that seemed too small to exist has been solved – by the detection of another star hiding in the same system.

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Essay on Yoga for Students and Children

Yoga is an ancient art that connects the mind and body. It is an exercise that we perform by balancing the elements of our bodies. In addition, it helps us meditate and relax.

Moreover, yoga helps us keep control of our bodies as well as mind. It is a great channel for releasing our stress and anxiety . Yoga gained popularity gradually and is now spread in all regions of the world. It unites people in harmony and peace.

Origin of Yoga

Yoga essentially originated in the subcontinent of India. It has been around since ancient times and was performed by yogis. The term yoga has been derived from a Sanskrit word which translates to basically union and discipline.

In the earlier days, the followers of Hinduism , Buddhism, and Jainism practiced it. Slowly, it found its way in Western countries. Ever since people from all over the world perform yoga to relax their minds and keep their bodies fit.

Furthermore, after this popularity of yoga, India became known for yoga worldwide. People all over the world have started to realize the benefits of yoga. Several workshops are held and now there are even professional yogis who teach this ancient practice to people so they can learn about it.

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Benefits of Yoga

Yoga has numerous benefits if we look at it closely. You will get relief when you practice it regularly. As it keeps away the ailments from our mind and body. In addition, when we practice several asanas and postures, it strengthens our body and gives us a feeling of well-being and healthiness.

Furthermore, yoga helps in sharpening our mind and improving our intelligence . We can achieve a higher level of concentration through yoga and also learn how to steady our emotions. It connects us to nature like never before and enhances our social well-being.

In addition, you can develop self-discipline and self-awareness from yoga if practiced regularly. You will gain a sense of power once you do it consistently and help you lead a healthy life free from any problems. Anyone can practice yoga no matter what your age is or whichever religion you follow.

21st of June is celebrated as International Day of Yoga where people are made aware of the benefits of yoga. Yoga is a great gift to mankind which helps us keep better and maintain our health. You also develop a higher patience level when you practice yoga which also helps in keeping the negative thoughts away. You get great mental clarity and better understanding.

In short, yoga has several benefits. Everyone must practice it to keep their health maintained and also benefit from it. It is the secret to living a healthy and long life without the use of any artificial means like medicines or any other shortcuts of any kind.

FAQs on Yoga

Q.1 Write about the origin of Yoga.

A.1 If we look at the history, we see that Yoga originated in India. This ancient practice began when various yogis started performing yoga. Yoga translates to union and discipline and is derived from the Sanskrit language. The religious followers of Hinduism, Jainism, and Buddhism used to practice it in the earlier days.

Q.2 What are the benefits of Yoga?

A.2 Yoga has not one but many benefits. It helps in keeping our mental and physical health intact. It helps us to connect to nature. Furthermore, your body becomes more flexible after consistent yoga practice and you also develop a great sense of self-discipline and self-awareness. In short, it improves our well-being and gives us better mental clarity.

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Revisit Congress Avenue in 1914, where revelers in cars crowd out horse drawn buggies

You don't have much time before Father's Day, which falls on June 16 this year, to match the magnificent gift given by a Texas man, originally from Marlin, who came close to immortalizing his father.

Jack Robertson, 81, uncovered a treasure trove of old Texas documents, essays, letters, photos and other ephemera in a box of memorabilia that had belonged to his father, Rupert Robertson (1895-1968).

A University of Texas professor emeritus of accounting, Jack recognized the historical value of Rupert's descriptive essays written for his English classes at UT from 1914 to 1916, as well as the evidence from his military service during World War I, when Rupert was a balloonist.

Since the elder Robertson starred on the Marlin high school track team and earned his track letter at UT in Austin, his son Jack wanted to preserve his father's writing at the university's Lutcher Stark Center for Physical Culture and Sports, a marvelously eccentric museum and archive tucked into the north end of Royal Memorial Stadium.

Terence "Terry" Todd, the late director of the Stark Center, and his wide, Jan Todd, current director, welcomed Rupert's personal papers, many from more than 100 years ago.

"Terry asked me to include a biography of my father, so independent researchers could add the personhood of the author to the context of the stories," Jack says. "Ten months and 62 pages later, I delivered the biography."

You read that right, the dutiful son produced a biography of his father that weighs in at 62 single-spaced pages, which, while short of being a book, is much more than a bio sketch.

I can't pretend to have read every word of this opus, but combined with Rupert's own writing, the world of Texas in the early 20th century became incrementally clearer to me through this gift from Jack Robertson.

A choice essay on Austin from Rupert Robertson

In 1914, Rupert Robertson wrote the following essay about a night on Congress Avenue, one of many he executed for English classes at UT. Note the keen details as Rupert's attention wanders — through various sentence structures — from one sensation to another. This was a time when most of the city's commercial traffic and entertainment venues were concentrated on Congress, but before the Paramount Theatre opened as the Majestic Theatre in 1915.

This particular personal anecdote — and others like it from all over the state — is available digitally to the public at thestoryoftexas.com through the Bob Bullock Texas State History Museum as part of the "Help Us Tell the Story of Texas" project.

"The rain is coming down slowly, and it wets the street so that it glistens under the big arc lights like a large mirror.

"The red and yellow drays are bespattered with mud. The streetcars, automobiles and other vehicles are rumbling down the street with such a terrible drum that I would think I was by myself if I could not see the throng of people moving up and down the street.

"Some are gazing at the beautifully lighted show windows which contain various shades of the latest styles of clothing; some are on the inside of the store purchasing articles, and some are looking at the red, white and green moving picture signs, and debate with themselves whether to go in or stay outside and parade the street with the "mob."

"The crowd is composed mostly of university students, but they are not in a hurry tonight. This is unusual, because as a general rule, these fellows are restless, and always go with push and vim wherever they are. But the college spirit is here, for every now and then I hear the jolly laugh of some young man at the joke or remark of one of his companions.

"Boys and girls in couples, clad in their grey and brown rainproof garments, are present in great numbers. There is an air of happiness and success among them as they go down one side of the street and come up the other; the thought of the green-back English book and the brown cloth-covered mathematic text is left behind and forgotten.

"The crowd is divided into groups which represent different fraternities, clubs and various other organizations. Each individual bunch has a characteristic of its own. The Rusticusses wearing big hats, the Phi Gamma Deltas grey mackinaws with a blue stripe, the Sigma Nu's ties, and the other organizations have some similar distinction.

"The rest of the crowd is compiled of town girls and boys; brown (Mexican American); Negro men and women; and a great part of the Jewish population. Here and there, and at every corner, I see a policeman watching the crowd as a cowboy on horseback watches a herd of cattle.

"The street is as crowded with vehicles as the sidewalks are with people. Along the curbing are many automobiles with their radiators pointing toward the crowd and the rear ends toward the middle of the street. At intervals are found horses and buggies, but not many because automobiles are rapidly taking their place.

"Then there are the candy vendors in their dingy clothing, selling brown peanut and pecan candies. The popcorn man has his wagon driven close to the curbing, and is selling chewing gum, peanuts and pink popcorn. The whole scene has an atmosphere of relaxation and freedom in spite of the gloominess of the weather."

Rupert Robertson the athlete

"After starting the biography," Jack Robertson writes, "I needed to continue to the end."

Rupert Cook Robertson was born March 31, 1895 in the rural town of Kosse, Texas (pop. 500) in southern Limestone County. His father, Charles Onward "C.O." Robertson was born in Alabama in 1867; his mother Martha Adeline "Mattie" Price Robertson, was born in Blue Ridge in Falls County in 1872.

Rupert was known as a "city boy" in Kosse, where his family owned a general store, but he spent much time on his grandfather's Price's farm in Falls County, where "all activity revolved around the fields and seasons."

Even in the early 20th century, rural Texas remained closer to the rhythms of the 19th century. "His transport was shoe-leather and horse-and-buggy," his son writes. "His water came from a well. His sanitation was the outhouse. His entertainment was outdoors with family and friends."

Socially, this was the "segregated South," with scant interaction between the races, other than the employer-worker relationships, Jack reminds readers.

Rupert was not the only Kosse native to make it big in sports. David E. "Kosse" Johnson Jr. starred as a halfback on the Rice Institute team during the 1950s and was drafted by the Green Bay Packers.

Another nearby exposure to big-time sports: Pro baseball teams — such as White Sox, Cardinals, Reds, Athletics and Giants — held spring training camps in nearby Marlin, which attracted flocks of tourists because its mineral water that promised reputed healing properties.

Rupert attended Marlin High School from 1912 to 1914. He lived in a boarding house operated by his Aunt Clara Belle Price. Even today, one can walk by blocks and blocks of sizable Victorian and farmhouse-style homes in Marlin.

Since his father disapproved of football, Rupert ran track. State high school track meets were held at UT's Clark Field beginning in 1905. The big four regional teams were Belton, San Antonio, Austin and Dallas. According to University of Texas Interscholastic League records, Marlin competed strongly from 1910 to 1915, and the school earned the top spot in 1914. As usual, Rupert won individual and team medals. (Jack's documents on these events are startlingly detailed.)

When Rupert entered UT in 1914, Austin was home to about 30,000 people, and 2,300 of those were members of the university's student body. His freshman class, for which he served as secretary-treasurer, counted 674 members.

Rupert said he wanted to study business in order to take over the family general store in Kosse. Jack always imagined that his father was recruited for his track skills, but he also turns up evidence of family and friends who had attended UT, and would have supported Rupert collegiate aspiration. He belonged to that generation of Texans whose families had survived pioneer life in the country and saw brighter horizons for their children in the cities and through higher education.

Rupert joined an athletic fraternity, Sigma Delta Psi, as well as Kappa Alpha, which includes among its brothers athletes who were Rupert's friends. Sports were already big on campus and getting bigger. Folks like Billy Disch, L. Theo Bellmont and Clyde Littlefield led what was becoming a dominant college power in football, basketball, track, tennis, gymnastics, wrestling and soccer — Rupert played wing on the soccer team. In track, he did well in high hurdles, mile relay and other events.

Life in the military and its aftermath

UT sports hollowed out, however, once the U.S. entered World War I on April 6, 1917. Athletes were among the first to enlist and the campus opened military training centers, which were later badly stricken by the flu epidemic in 1918-1919.

Rupert enlisted in the Army on Aug. 5, 1917 in Houston. Much of what he wrote about his first months is fairly anodyne but still illuminating about Austin and San Antonio, where he trained at Camp Travis, during the war. (For instance, Rupert did not pause his habit of dating campus beauties.) After basic training, he was assigned to Fort Omaha, Nebraska, on March, 26 1918 to enter the balloon school. He qualified to be a spherical balloon pilot.

Rupert's family expressed concern whenever the press reported balloon any accidents and explosions, but young man made it through two years in the corps unscathed. He skipped the flu, too, at a time when the military was among the hardest hit sectors in the U.S. by the pandemic. Aug. 30, 1918, Rupert was commissioned as a second lieutenant in the Air Service. After a series of service flights, he was honorably discharged on Aug. 11, 1919 with bronze victory button.

The rest of Rupert's young adult life was spent working in real estate, insurance and various other Kosse businesses, as well as farming citrus fruit and working for firms in the Rio Grande Valley, Corpus Christi and California. In the Valley, he met and married widow Lois Lucille Rose Bartlett; they produced Sara Ellen Robertson Moore and Jack Robertson.

Rupert suffered from various medical conditions, including diabetes and depression, some of them traced to his military service. Lois taught school and the family eventually moved to Marlin, where Jack grew up. A good deal of the remaining personal history consists of Jack's childhood memories of his family while growing up there. (We'd need another column or two to do that part justice.)

Rupert died Jan. 10, 1968 at age 72.

Michael Barnes writes about the people, places, culture and history of Austin and Texas. He can be reached at [email protected]. Sign up for the free weekly digital newsletter, Think, Texas, at statesman.com/newsletters, or at the newsletter page of your local USA Today Network paper.

Crime and Public Safety | Guilty verdict reached in murder case of…

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Crime and public safety | tesla chops hundreds more bay area jobs as tech industry layoffs widen, crime and public safety, crime and public safety | guilty verdict reached in murder case of pleasanton woman whose body was found dismembered on alameda shoreline, jurors find joseph roberts guilty of second-degree murder.

Joseph Roberts, 43, was silent as the jury’s decision was read in an Oakland courtroomshortly after noon. On their third day of deliberations, jurors found him guilty of second-degree murder in the July 2023 killing of 27-year-old Rachel “Imani” Buckner, a recent law school graduate whose headless, handless and footless body was found wrapped in a plastic bag on an Alameda shoreline.

In the courtroom gallery, Buckner’s grandmother collapsed into sobs, while her mother clutched a tissue and nodded her head in agreement. The verdict ended a grisly monthlong trial that included a pained and detailed examination of Buckner’s mangled corpse.

“It’s been a long journey — it’s been very painful,” Buckner’s grandmother, Miriam Benford, 76, said while standing on the courthouse steps.

Buckner’s mother, meanwhile, blasted Roberts as a “narcissist” and “a dangerous man.” And she took aim at Pleasanton police officers who handled some 17 reports of loud screams, bangs and thumps coming from her daughter’s apartment in the lead up to the killing — all of which, she said, led to the same muted response. During the trial, prosecutors said police officers would often leave after a few knocks, or because Buckner insisted she was fine and told officers to leave.

“It’s a problem that we’re here today,” said S. Jamila Buckner, 57. She then addressed police directly: “Do your job. That’s all we ask.”

Roberts faces 15 years to life in prison when he’s sentenced on June 14. Alameda County District Attorney Pamela Price said later Monday that her office would seek the “maximum” possible sentence, adding that “we believe justice has been served.”

Authorities alleged Roberts killed Buckner on July 14, 2023, in their Pleasanton apartment, which they shared while attending law school together at Golden Gate University. About a week later, a passerby found Buckner’s mangled torso stuffed inside a black plastic garbage bag that was bound with duct tape near the Bay Farm Island Bridge in Alameda.

Prosecutors painted Roberts as a “master manipulator” who dodged numerous complaints of domestic violence in the year and a half before Buckner’s death, before going on Tinder dates and moving on with his life. It was a portrayal that Roberts’ attorneys derided as a smokescreen for the uncomfortable reality that all of the evidence was circumstantial — leaving jurors to sift through a minefield of “speculation” as to how Buckner died, and whether Roberts actually killed her.

Roberts’ attorneys seized on the fact that none of Buckner’s blood was found in the couple’s kitchen, bath, freezer or car, and only a “minuscule” amount was found in the bedroom. With no one coming forward to offer eyewitness testimony of who killed Buckner or who disposed of her body, the case amounted to “speculation after speculation after speculation,” said the attorney, Annie Beles.

Yet while Buckner’s head, hands and feet were never found, investigators spotted a bone fragment containing the victim’s DNA in the couple’s bath drain, near large bottles of cleaning chemicals. The body itself contained partial cuts from “false starts” where Roberts’ saw snagged on a bone — signaling “that is the body of a murder victim,” said Alameda County Deputy District Attorney Colleen Clark.

After the verdict, a juror told the Bay Area News Group that all of the abuse that Buckner appeared to endure at the hands of Roberts factored heavily into the verdict.

“She was subjected to so much physical abuse, it was part of their dynamic,” said the juror, who refused to provide her name. The juror also expressed shock at Roberts’ apparent “indifference to her being gone, the things he was doing after the fact, without showing any feelings you normally would for someone you cared for.”

Outside of court on Monday, Beles and fellow defense attorney Charles Woodson declined to comment.

During their relationship, Roberts penned an op-ed for USA Today, decrying the #MeToo movement by saying that he’d been falsely accused of sexual harassment while in college. Betsy DeVos, the former U.S. Secretary of Education under President Trump, used Roberts as an example as she championed rolling back Obama-era protections for alleged victims of sexual assault on college campuses.

Roberts openly talked about how sorority members at Savannah State University in Georgia wrongly accused him of sexual harassment. In 2020, he was elected to serve as a delegate in the San Francisco Republican County Central Committee.

Knowing that Roberts will be behind bars for years offered a measure of closure, S. Jamila Buckner said. But she expressed fear of him ever being released on parole.

On Sunday, she said, took Buckner’s 4-year-old daughter to place pink roses on Buckner’s grave, but she said she’s struggling to explain to the young girl what happened to her mother.

“Today means I can breathe a little bit easier,” the mother said. “But I know it’s not over.”

Staff writer Nate Gartrell contributed to this report. 

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Father of Harmony Montgomery sentenced to 45 years to life for 5-year-old girl's murder

A New Hampshire father convicted of killing his 5-year-old daughter reported missing in 2021 was sentenced to 45 years to life in prison on Thursday.

Adam Montgomery, 34, was found guilty in February of second-degree murder, abuse of corpse, tampering with witnesses and informants, second-degree assault and falsifying physical evidence in the 2019 slaying of Harmony Montgomery , the Seacoast Sunday, part of The USA TODAY Network reported.

Authorities believe the killing took place in Manchester, a city less than 20 miles south of the state capital, Concord.

Her body has never been recovered.

The girl's father, who previously professed his innocence in court, did not attend his trial and wasn’t present when jurors returned their verdict earlier this year, according to previous USA TODAY reporting.

"Harmony was an innocent 5-year-old," Hillsborough County Superior Court Judge Amy Messer told Montgomery during his sentencing hearing Thursday. "You treated her in the worst of possible ways, in both her life and her death."

Harmony Montgomery was last seen in 2019

Harmony was last seen in 2019 but reported missing only on the last week of 2021, according to previous reporting by USA TODAY.

The Manchester Police Department arrested her father in January 2022 in connection to her disappearance and he was later charged in her death.

Prosecutors said Adam Montgomery beat his daughter to death, put her body parts in bags, disposed of the bags and beat his wife Kayla Montgomery to lie for him in court. The woman is not Harmony's biological mother.

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Adam Montgomery would not reveal where he hid Harmony's body

Prosecutors had asked the judge to sentence him 56 years to life. Senior Assistant Attorney General Ben Agati told the judge the state would recommend a reduced sentence of 35-to-life if Adam Montgomery would reveal where he hid his daughter's body.

In court, he remained silent.

"He has just yet shown you in this courtroom, and for anybody else, that he is heartless, immoral, selfish and an unapologetic murderer of his own child," Agaiti said.

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Harmony's mother pledges to find daughter's remains

The girl's biological mother, Crystal Sorey, testified a part of her died when her daughter was beaten to death, called her father a coward and said, with or without his help, she will find the remains of her daughter.

"Harmony will live on through me, and you can't do anything about it," the girl's mother said.

Natalie Neysa Alund is a senior correspondent for USA TODAY. Reach her at [email protected] and follow her on X @nataliealund.

Watch CBS News

Adam Montgomery sentenced to 45 years to life for murder of daughter Harmony in New Hampshire

By Christina Hager

Updated on: May 9, 2024 / 6:07 PM EDT / CBS Boston

MANCHESTER, N.H. – Adam Montgomery was sentenced to 45 years to life for the murder of his daughter , 5-year-old Harmony Montgomery.

Montgomery was convicted of killing Harmony, whose body has never been found. A jury found him guilty of second-degree murder earlier this year.

The 34-year-old is currently serving a minimum sentence of 32.5 years in prison on unrelated gun charges.

Adam Montgomery ordered to be in court

Montgomery was present on the first day of jury selection in February. But after that day, he never attended proceedings during his two-week trial.

Last month, a judge ruled that Montgomery will be required to attend his sentencing. He appeared in court for the sentencing on Thursday.

New Hampshire state law says that in second-degree murder cases, "The defendant shall personally appear in court when the victim or victim's next of kin addresses the judge, unless excused by the court."

Adam Montgomery refuses to say where Harmony's body is

Prosecutors say Montgomery killed Harmony then moved her body around in the trunk of his car, in the ceiling vent of a homeless shelter, and in the walk-in freezer at the restaurant where he worked. Montgomery eventually disposed of his daughter's body in March 2020.

"There is nothing minimal about the crimes that he is being convicted for today," said prosecutor Ben Agati at Montgomery's sentencing. He offered to reduce the request to 35 years to life, instead of 45 to life, if Montgomery revealed where Harmony's body could be found but Montgomery said nothing. "He has just yet shown you again in this courtroom and for anybody else that he is heartless, immoral, selfish and an unapologetic murderer of his own child," said Agati.

Victim impact statements given

The first victim impact statement came from Crystal Sorey, Harmony's birth mother. "She had a life worth living, unlike your own, and it bothered you to her core that she was nothing like you and everything like me," said Sorey, who addressed Montgomery as "the monster who murdered my baby."

Sorey said her daughter lit up a room and was a proud big sister to her younger siblings. "Did she cry for me? Did she scream? Did she beg you to stop? I'll never know because like I said, you're too much of a coward to tell the truth and do one good thing for Harmony," said Sorey.

"I hope that every day and every night you're on this earth, you hear nothing but my baby's giggle. I doubt you ever heard it in this life," said Sorey. "All she knew with you was misery and fear. I hope you hear her sweet voice telling you to stop hitting her over and over, or how she looked the very last time you saw her, broken and bruised." Sorey vowed to keep looking for Harmony for the rest of her life.

The second victim impact statement was from Sorey's sister, who said Montgomery was in prison when Harmony was born. "I was talking you down from how scared you were because you wanted to be the best dad and I believed in you and reminded you how good you were with my daughter, that you would be the best dad and not to worry. I couldn't even believe how wrong I actually was." She called Montgomery a monster and a coward and accused him of never loving his daughter, "because if you did, she'd still be here today."

A statement was also read by a victim advocate from Kayla Montgomery, Montgomery's estranged wife. Kayla Montgomery was a star witness for the prosecution, who testified how he killed Harmony and hid her body for months. Kayla Montgomery also testified she was scared of him and that's why she lied on his behalf to protect him.

In her statement, Kayla Montgomery said she and Montgomery were happy to have custody of Harmony but then everything changed when they fell deeper into addiction and their lives fell apart.

"You are not the person I married, not the person who loved me and who never hurt me," Kayla Montgomery said in her statement.

Blair and Johnathan Miller, the adoptive fathers of Harmony's 7-year-old brother Jamison, spoke next. Johnathan Miller initially said the judge was limiting them from addressing the court, saying that making Jamison speak would retraumatize him. The judge eventually let both men speak on their son's behalf.

Blair Miller said Jamison and Harmony were in and out of foster care together before he adopted him in 2019. He said when he and his husband first adopted Jamison, he would always tell them about his sister and her glasses and blonde hair and how she always looked out for him.

Blair Miller said Jamison has suffered since learning his sister was dead and keeps asking "Who took my sister away?" 

"Adam, you took away his best friend, his sister," said Blair Miller, addressing Montgomery. "You introduced murder into his life and forever created a void that can never be filled." He said he and his husband have told Jamison that Harmony is an angel now.

Johnathan Bobbitt-Miller said Adam introduced a nightmare into his son's life. Through tears, he recounted Jamison's reaction to when he was told Harmony was dead. "He's a very active kid and that day, he just stopped and he held us and he said, 'No, I need my big sister. Why? Why did this happen?'" He said Jamison keeps asking what happened to her.

"How do we tell our 7-year-old that you murdered his sister? His protector, his best friend, and you showed no remorse. I wish they could be happy together today," said Johnathan Miller. He then read words from Jamison himself. 

"I'm really sad she's an angel. I miss her. She was my best friend. I hope she can see me playing basketball, being silly with my brothers and I wish I could bring Harmony to my school to meet my friends and my teacher," read Johnathan Bobbitt-Miller. 

The final victim impact statement was from Harmony's foster mother. Michelle Raftery said Harmony filled her family's life with joy and laughter when she lived with them. She described Harmony as a kind and compassionate girl who loved Minnie Mouse and playing dress-up and was always willing to share. "We lost a daughter and my children lost their sister," said Raftery.

Raftery said since learning what happened to Harmony, she's had trouble sleeping and concentrating. "We had to explain to our children things that we never wanted them to hear and explain why a father, who was supposed to love and protect her, was being arrested for murder," said Raftery.

Search for Harmony continues

After court, Sorey said she won't give up searching for her daughter's remains.

"I don't want people to think that it's over because it's not, it's not over," said Sorey. "She's still out there and she's all alone."

Manchester Police Chief Allen Aldenberg also confirmed that the search for Harmony will continue.

"We'll continue to take steps to make sure this does not happen again in the state of New Hampshire or anywhere else," said Aldenberg.

• Harmony Montgomery
• New Hampshire News

Christina Hager is an Emmy Award-winning investigative reporter with the I-Team at WBZ-TV News. She has spent more than two decades covering major breaking news events across the country, including extensive daily coverage of the coronavirus pandemic.

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