essay structure keywords

A clear, arguable thesis will tell your readers where you are going to end up, but it can also help you figure out how to get them there. Put your thesis at the top of a blank page and then make a list of the points you will need to make to argue that thesis effectively.

For example, consider this example from the thesis handout : While Sandel argues persuasively that our instinct to “remake”(54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well”(51) is less convincing.

To argue this thesis, the author needs to do the following:

• Show what is persuasive about Sandel’s claims about the problems with striving for perfection.
• Show what is not convincing about Sandel’s claim that we can clearly distinguish between medically necessary enhancements and other enhancements.

Once you have broken down your thesis into main claims, you can then think about what sub-claims you will need to make in order to support each of those main claims. That step might look like this:

• Evidence that Sandel provides to support this claim
• Discussion of why this evidence is convincing even in light of potential counterarguments
• Discussion of cases when medically necessary enhancement and non-medical enhancement cannot be easily distinguished
• Analysis of what those cases mean for Sandel’s argument
• Consideration of counterarguments (what Sandel might say in response to this section of your argument)

Each argument you will make in an essay will be different, but this strategy will often be a useful first step in figuring out the path of your argument.  

Strategy #2: Use subheadings, even if you remove them later  

Scientific papers generally include standard subheadings to delineate different sections of the paper, including “introduction,” “methods,” and “discussion.” Even when you are not required to use subheadings, it can be helpful to put them into an early draft to help you see what you’ve written and to begin to think about how your ideas fit together. You can do this by typing subheadings above the sections of your draft.

If you’re having trouble figuring out how your ideas fit together, try beginning with informal subheadings like these:

• Introduction  
• Explain the author’s main point  
• Show why this main point doesn’t hold up when we consider this other example  
• Explain the implications of what I’ve shown for our understanding of the author  
• Show how that changes our understanding of the topic

For longer papers, you may decide to include subheadings to guide your reader through your argument. In those cases, you would need to revise your informal subheadings to be more useful for your readers. For example, if you have initially written in something like “explain the author’s main point,” your final subheading might be something like “Sandel’s main argument” or “Sandel’s opposition to genetic enhancement.” In other cases, once you have the key pieces of your argument in place, you will be able to remove the subheadings.  

Strategy #3: Create a reverse outline from your draft  

While you may have learned to outline a paper before writing a draft, this step is often difficult because our ideas develop as we write. In some cases, it can be more helpful to write a draft in which you get all of your ideas out and then do a “reverse outline” of what you’ve already written. This doesn’t have to be formal; you can just make a list of the point in each paragraph of your draft and then ask these questions:

• Are those points in an order that makes sense to you?  
• Are there gaps in your argument?  
• Do the topic sentences of the paragraphs clearly state these main points?  
• Do you have more than one paragraph that focuses on the same point? If so, do you need both paragraphs?  
• Do you have some paragraphs that include too many points? If so, would it make more sense to split them up?  
• Do you make points near the end of the draft that would be more effective earlier in your paper?  
• Are there points missing from this draft?  
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CAW LibGuides: Structuring an Academic Essay

• CAW Homepage
• Meet the Team
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• The Short Guide to Assessment
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Structuring an Academic Essay

• Writing a Literature Review
• Writing a Report
• Reflective Writing
• Writing a Dissertation Proposal
• Essay Writing in Exams
• Definitions of Directive Words
• Style and Register
• Punctuation for Academic Writing
• Integrating Sources using Signal Phrases
• Glossary of Written Assignment Feedback Terms
• Glossary Terms for Types of Academic Misconduct
• Writing for Presentations, Infographics, and Posters
• Other Support Services

The purpose of this resource is to:

• Explain why the structure of your essay is important
• Provide a basic, standard structure for academic essays
• Suggest a practical strategy for creating a structure for your particular essay
• Give you an opportunity to test your learning

Why does structure matter?

University writing consists of multiple genres (types of writing). These include reports, presentations, case studies, annotated bibliographies, reflective assignments, essays, and many others. In each case, a particular structure is used to achieve a specific purpose.

For academic essays, a simple, flexible structure is used to present an academic argument (or series of arguments).

Usually, your tutors will set a question or series of questions in the assignment brief, and your essay’s argument(s) will be a response to these. However, in some assignments, you may be given the option of developing your own question.

In either case, a well-organised essay structure will help you to:

• Guide your reader through your argument
• Make all your ideas clear
• Be more persuasive
• Demonstrate to your marker that you are answering the question
• Discuss similar or related ideas together
• Avoid including irrelevant or repetitive information

The basic structure of an essay

Academic essays have the same basic structure:

Introduction

• List of references

In the diagram below, the top triangle indicates a progression from general to specific information, while the bottom one indicates the reverse.

Introduction, Main Body, and Conclusion

An introduction is usually approximately 10% of the word count. Unless your introduction is over 250 words, it is usually best to present your introduction as one paragraph. This strategy helps signal the transition from your introduction into your main body.

Your introduction needs two primary elements:

• Background information , i.e. context for the essay 
• Preview of your essay

Background information orientates your reader ahead of reading your essay. Start with broader information and then narrow your focus.

You will need to include:

• Key context, definitions
• Reasons why the topic is important, relevant or interesting (to ‘hook’ your reader’s interest)
• References for any definitions, statistics, ideas of other writers, etc.

Providing a preview of your essay , helps set the reader’s expectations. Choose one or more of the following options to best suit your essay:

• A purpose statement summarising the aim(s) of the essay.

e.g. ‘This essay will discuss/examine/consider…’

• An indication of your approach to answering the question.

e.g. ‘To do so, the [theory/model/approach] will be used.’

• A thesis statement summarising your main conclusion for the essay.

e.g. ‘This essay argues that…’

• A roadmap or outline of the sections of your essay.

e.g. First, [item one] will be presented; second, [item two] will be analysed…

• A thesis statement is often a good choice because it presents your main claim upfront. This means your argument will be clearer to the reader.
• Including keywords from the assignment brief will give your marker

The main body is where you present your answer to the essay question. In other words, this is where you provide your argument.

What is the main argument?

At a minimum, an academic argument is made up of two components:

• A claim , i.e. your answer to a question in the brief
• Support for the claim , i.e. logical reasons and evidence to convince your reader of your answer to the question(s) in the brief

Note: In many cases, an essay question requires more than one argument, or a series of sub-arguments. You may also have more than one question to respond to in the assignment brief.

A good academic argument often recognises complexity. For example, a simple “Yes” to the question “Does exercise benefit mental health?” is unlikely to get you a good grade, even if it is well-evidenced.

An argument can be strengthened by including critical thinking. For example, by considering:

• Implications
• Limitations
• Potential objections
• Counter arguments
• The quality and/or relevance of your evidence
• Alternative interpretations of your evidence

Organising your argument

Your argument will need to be organised into a series of main points. Each point has its own paragraph. Your main body will be organised like this:

• Main point 1
• Main point 2
• Main point 3

There are various models of paragraph structure which can help you organise the sentences within your paragraph. There are some resources in the reference list you may want to use. However, whichever model you use, each paragraph will need at least:

• A topic sentence: This summarises the main point of the paragraph.
• Evidence and/or examples: This is where you convince your reader.

In addition, your markers are also likely to expect your paragraph to end with:

• Criticality: Evaluation or analysis of your point and/or evidence. You may also link your point back to your wider argument here.

When moving onto a new point, it can be hel ful to use signal phrases such as ‘first’, ‘secondly’, ‘similarly’, ‘in contrast’, ‘next’ or ‘finally’ at the start of the next paragraph.

Conclusions remind the reader of what you have argued. This is your chance to ensure your reader takes away the main points you want them to remember.

Orgnaise your conclusion in the following way:

• Restate your claim
• Avoid adding new points or information here
• e.g. general recommendations, ideas for future research, etc.

Referencing

Your references should usually be on a separate page and laid out according to the referencing style required by your department.

Creating the structure of an essay

Writing your plan.

Attempting to develop a structure for your essay can feel daunting, and we all plan differently.  Before writing your plan , ensure you fully understand the question(s) in the brief. This may require background reading. Then undertake focused, critical reading that allows you to develop an answer to the questions in the brief and to provide evidence your argument.

You may want to use this step-by-step strategy to develop a robust essay plan that presents your argument clearly.

Step 1. Express your claim concisely

Write an answer to the question(s) in the brief in one or two sentences. You can use these sentences as a basis for your thesis statement in the introduction and your conclusion.

Step 2. Identify your main points

These are the points that will make up your main body and together add up to constitute your argument. You can use these key points to write your paragraph’s topic sentences within the body of your essay.

Step 3. Organise your points

Arrange your points in a logical sequence. For example, you could organise your points in the following ways:

• Thematically (i.e. theme #1, theme #2…)
• Problem then solution(s)
• Most important factor to least important factor

Step 4. Identify support for your points

This may be from your reading (e.g. data, evidence, theory, examples) and/or from your case study, if you have been given one. You may need to do additional research at this stage if you don’t feel your points are well-supported.

Step 5. Add any counter-arguments

You can include two types of counter-arguments:

A counter-argument in response to your wider argument . This will require at least one paragraph to:

• Explain and evidence this alternative viewpoint
• Present a well-developed rebuttal (i.e. to what extent this counter argument should be rejected and why)
• Come to a conclusion (e.g. entirely reject the alternative viewpoint, or modify your original claim)

A counter-argument in response to individual points in the main body . These can be located within the paragraph about the relevant point or as a separate paragraph. These counter-arguments will still require a rebuttal and a conclusion, but this may be less in-depth.

Revising the structure

Once you have drafted your essay, you may need to revise your structure. For example, you may need to reorder your paragraphs, add a new paragraph, or delete a paragraph. This is a normal part of the writing process.

Why not test your knowledge from this resource by completing an exercise in Appendix One in pdf download of this resource.

Monash University. (2023a). How to build an essay: Body paragraphs. https://www.monash.edu/learnhq/write-like-a-pro/how-to-write.../essay/how-to-build-an-essay#tabs__2725037-03

Monash University. (2023b). How to build an essay: Outline.   https://www.monash.edu/learnhq/write-like-a-pro/how-to-write.../essay/how-to-build-an-essay#tabs__2725037-01  

The University of Adelaide. (2014). Writing essays: Writing centre learning guide. https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-writingessays.pdf   

The University of Birmingham. (2015). A short guide to paragraph structure. https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/Short-Guide-Paragraph-Structure.pdf

The University of Birmingham. (2017). A short guide to essay planning and structure. https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/short-guide-essay-planning.pdf   

The University of Melbourne. (n.d.). Six top tips for writing a great essay. https://students.unimelb.edu.au/academic-skills/resources/essay-writing/six-top-tips-for-writing-a-great-essay  

The University of New South Wales. (2022). Write your essay. https://www.student.unsw.edu.au/writing-your-essay

Further Support

CAW offers writing development workshops across all genres of academic writing.  In order to build on your learning, you may find the following workshops useful:

• Reading Critically to Support Your Writing
• Critical Thinking 1
• Critical Thinking 2
• Using Sources Effectively – Avoiding Plagiarism

To view available workshops and book online, visit:    https://libcal.coventry.ac.uk/calendar/caw    

To book a one-to-one tutorial with the Centre for Academic Writing: https://libguides.coventry.ac.uk/cawlibcalhome    

Guide to Referencing: https://libguides.coventry.ac.uk/referencing

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15 Essay Structure

Kathy Boylan and Jenifer Kurtz

You might already be familiar with the five-paragraph essay structure, in which you spend the first paragraph introducing your topic, culminating in a thesis that has three distinct parts. That introduction paragraph is followed by three body paragraphs, each one of those going into some detail about one of the parts of the thesis. Finally, the conclusion paragraph summarizes the main ideas discussed in the essay and states the thesis (or a slightly re-worded version of the thesis) again.

This structure is commonly taught in high schools, and it has some pros and some cons.

• It helps get your thoughts organized.
• It is a good introduction to a simple way of structuring an essay that lets students focus on content rather than wrestling with a more complex structure.
• It familiarizes students with the general shape and components of many essays—a broader introductory conversation giving readers context for this discussion, followed by a more detailed supporting discussion in the body of the essay, and ending with a sense of wrapping up the discussion and refocusing on the main idea.
• It is an effective structure for in-class essays or timed written exams.
• It can be formulaic—essays structured this way sound a lot alike.
• It isn’t very flexible—often, topics don’t lend themselves easily to this structure.
• It doesn’t encourage research and discussion at the depth college-level work tends to ask for. Quite often, a paragraph is simply not enough space to have a conversation on paper that is thorough enough to support a stance presented in your thesis.

So, if the five-paragraph essay isn’t the golden ticket in college work, what is?

That is a trickier question! There isn’t really one prescribed structure that written college-level work adheres to—audience, purpose, length, and other considerations all help dictate what that structure will be for any given piece of writing you are doing. Instead, this text offers you some guidelines and best practices.

Things to Keep in Mind about Structure in College-Level Writing

Avoid the three-point structure.

Aim for a thesis that addresses a single issue rather than the three-point structure. Take a look at this example:

“Katniss Everdeen, the heroine of The Hunger Games, creates as much danger for herself as she faces from others over the course of the film.”

This thesis allows you to cover your single, narrow topic in greater depth, so you can examine multiple sides of a single angle of the topic rather than having to quickly and briefly address a broader main idea.

There’s No “Right” Number of Supporting Points

There is no prescribed number of supporting points. You don’t have to have three! Maybe you have two in great depth, or maybe four that explore that one element from the most salient angles. Depending on the length of your paper, you may even have more than that.

There’s More than One Good Spot for a Thesis

Depending on the goals of the assignment, your thesis may no longer sit at the end of the first paragraph, so let’s discuss a few places it can commonly be found in college writing.

It may end up at the end of your introductory information—once you’ve introduced your topic, given readers some reasonable context around it, and narrowed your focus to one area of that topic. This might put your thesis in the predictable end-of-the-first-paragraph spot, but it might also put that thesis several paragraphs into the paper

Some college work, particularly work that asks you to consider multiple sides of an issue fully, lends itself well to an end-of-paper thesis (sometimes called a “delayed thesis”). This thesis often appears a paragraph or so before the conclusion, which allows you to have a thorough discussion about multiple sides of a question and let that discussion guide you to your stance rather than having to spend the paper defending a stance you’ve already stated.

These are some common places you may find your thesis landing in your paper, but a thesis truly can be anywhere in a text.

Key Takeaways

• There is not one prescribed way to write college-level essays.
• To take your writing to the next level avoid the three-point structure.
• Thesis statements can be placed in a variety of places within an essay.

Writing Beginnings

Beginnings have a few jobs. These will depend somewhat on the purpose of the writing, but here are some of the things the first couple of paragraphs do for your text:

• They establish the tone and primary audience of your text—is it casual? Academic? Geared toward a professional audience already versed in the topic? An interested audience that doesn’t know much about this topic yet?
• They introduce your audience to your topic.
• They give you an opportunity to provide context around that topic—what current conversations are happening around it? Why is it important? If it’s a topic your audience isn’t likely to know much about, you may find you need to define what the topic itself is.
• They let you show your audience what piece of that bigger topic you are going to be working with in this text and how you will be working with it.
• They might introduce a narrative, if appropriate, or a related story that provides an example of the topic being discussed.

Take a look at the thesis about Katniss once more. There are a number of discussions that you could have about this film, and almost as many that you could have about this film and its intersections with the concept of danger (such as corruption in government, the hazards of power, risks of love or other personal attachments, etc.). Your introduction moving toward this thesis will shift our attention to the prevalence of self-imposed danger in this film, which will narrow your reader’s focus in a way that prepares us for your thesis.

The most important thing at this point in the drafting process is to just get started, but when you’re ready, if you want to learn more about formulas and methods for writing introductions, see “Writing Introductions,” presented later in this section of the text.

Writing Middles

Middles tend to have a clearer job—they provide the meat of the discussion! Here are some ways that might happen:

• If you state a thesis early in the paper, the middle of the paper will likely provide support for that thesis.
• The middle might explore multiple sides of an issue.
• It might look at opposing views—ones other than the one you are supporting—and discuss why those don’t address the issue as well as the view you are supporting does.

Let’s think about the “multiple sides of the issue” approach to building support with our Hunger Games example. Perhaps Katniss may not see a particular dangerous situation she ends up in as being one she’s created, but another character or the viewers may disagree. It might be worth exploring both versions of this specific danger to give the most complete, balanced discussion to support your thesis.

Writing Endings

Endings, like beginnings, tend to have more than one job. Here are some things they often need to do for a text to feel complete:

• Reconnect to the main idea/thesis. However, note that this is different than a simple copy/paste of the thesis from earlier in the text. We’ve likely had a whole conversation in the text since we first encountered that thesis. Simply repeating it, or even replacing a few key words with synonyms, doesn’t acknowledge that bigger conversation. Instead, try pointing us back to the main idea in a new way.
• Tie up loose ends. If you opened the text with the beginning of a story to demonstrate how the topic applies to average daily life, the end of your text is a good time to share the end of that story with readers. If several ideas in the text tie together in a relevant way that didn’t fit neatly into the original discussion of those ideas, the end may be the place to do that.
• Keep the focus clear—this is your last chance to leave an impression on the reader. What do you want them to leave this text thinking about? What action do you want them to take? It’s often a good idea to be direct about this in the ending paragraph(s).

How might we reconnect with the main idea in our Hunger Games example? We might say something like, “In many ways, Katniss Everdeen is her own greatest obstacle to the safe and peaceful life she seems to wish for.” It echoes, strongly, the original thesis, but also takes into account the more robust exploration that has happened in the middle parts of the paper.

As mentioned about writing introductions above, the most important thing at this point in the drafting process is to just get started (or in this case, to get started concluding), but when you’re ready, if you want to learn more about formulas and methods for writing conclusions, see “Writing Conclusions,” presented later in this section of the text.

Writing Paragraphs

How to develop and organize paragraphs is a problem that plagues many beginning college writers. How do you start a paragraph? How can you help your reader understand the main idea? How do you know when you’ve included enough details? How do you conclude? You might also wonder when you need to break a paragraph and start a new one or how to help your reader transition from one idea to the next. (For more on methods of development, see “Patterns of Organization and Methods of Development,” later in this “Drafting” section of this text.).

What Is a Paragraph?

Let’s begin by defining this concept of the paragraph. A paragraph is a group of sentences that present, develop, and support a single idea. That’s it. There’s no prescribed length or number of sentences. Paragraphs rarely stand alone, so most often the main topic of the paragraph serves the main concept or purpose of a larger whole; for example, the main idea of a paragraph in an essay should serve to develop and support the thesis of the essay. (For more on thesis statements, see “Developing Strong, Clear Thesis Statements”.)

Similarly, the main idea of a paragraph in a letter serves the overall purpose of the letter, whether that purpose is to thank your Aunt Martha for the thoughtful birthday sweater, or whether the purpose is to inform a local business that you’re dissatisfied with the quality of a product or service that you purchased.

Topic Sentences

The job of the topic sentence is to control the development and flow of the information contained in the paragraph. The topic sentence takes control of the more general topic of the paragraph and shapes it in the way that you choose to present it to your readers. It provides a way through a topic that is likely much broader than what you could ever cover in a paragraph, or even in an essay. This more focused idea, your topic sentence, helps you determine the parts of the topic that you want to illuminate for your readers—whether that’s a college essay or a thank you letter to your Aunt Martha.  The following diagram illustrates how a topic sentence can provide more focus to the general topic at hand.

Think about some places where you might commonly find general topics presented with more focus, perhaps in news stories, textbooks, or speeches. The topic of a news story might be a deadly forest fire that’s burning out of control, while the focus of the topic might be about careless humans. The topic of a chapter from a medical text might be phlebotomy (the practice of drawing blood from a patient), while the focus of a section of that chapter might be about safe disposal of used needles. Maybe the topic of a persuasive speech is organic produce, while the focus of the speech is about the importance of supporting local organic farms.

Most topics are expansive, so they require more focus—whether in a thesis statement or a topic sentence—to provide a narrower view of the broader subject. This narrower and more focused view also often seeks to persuade the reader to see things from the writer’s perspective.

While we’re on the subject of speech class, let’s talk about how the presentation of topics in an academic essay differs from the presentation of topics in a speech. Beginning speech writers often use obvious verbal signposts to announce main ideas, transitional moments, or concluding thoughts.

For example, it would not be uncommon for a student in a college speech class, while delivering a speech, to say, “First, I will explain . . .” or “The first topic I will cover . . .” or “Next, I will tell you about . . .” or “In conclusion, as I have demonstrated . . . .”  And while these methods for announcing a topic may be common and accepted practices in some college speech classes, they do not suit the expectations of your audience for an academic essay. With an oral presentation, the audience can’t see how the speech will unfold, but with written text, readers can see the size and shape of the document that they’re reading, so they don’t need as much help navigating.

So how can you correct this common problem? It’s quite simple actually. Just remove the verbal signpost that announces your position, remove the first person “I,” point of view and simply state the position or topic. Here’s an example:

Speech-like announcement of a topic: First, I will explain that while it’s a common belief that use of cell phones causes lower levels of concentration and focus, cell phone use does have a place in the classroom and smart phones should be considered a valuable educational tool.

Improved presentation of a topic: While it’s a common belief that the use of cell phones causes lower levels of concentration and focus, cell phone use does have a place in the classroom, and smart phones should be considered a valuable educational tool.

Placement of Topic Sentences

What if I told you that the topic sentence doesn’t necessarily need to be at the beginning? This might be contrary to what you’ve learned in previous English or writing classes, and that’s okay. Certainly, placing topic sentences at or near the beginning of paragraphs is a fine strategy, especially for beginning writers. If you announce a topic clearly and early on in a paragraph, your readers are likely to grasp your idea and to make the connections that you want them to make.

Now that you’re writing for a more sophisticated academic audience though—that is an audience of college-educated readers—you can use more sophisticated organizational strategies to build and reveal ideas in your writing. One way to think about a topic sentence is that it presents the broadest view of what you want your readers to understand. This is to say that you’re providing a broad statement that either announces or brings into focus the purpose or the meaning for the details of the paragraph. And if you think of the topic sentence as the broadest view, then you can think about how every supporting detail brings a narrower—or more specific—view of the same topic.

With this in mind, take some time to contemplate the diagrams in the figure below. The widest point of each diagram (the bases of the triangles) represents the topic sentence of the paragraph. As details are presented, the topic becomes narrower and more focused. The topic can precede the details, it can follow them, it can both precede and follow them, or the details can surround the topic. There are surely more alternatives than those that are presented here, but this gives you an idea of some of the possible paragraph structures and possible placements for the topic sentence of a paragraph.

Consider some of the following examples of different topic sentence placements in a paragraph from a review essay of the beloved children’s book, The Cat in the Hat, by Dr. Seuss. Paragraph structures are labeled according to the diagrams presented above, and topic sentences are identified by red text.

Topic Sentence-Details-Topic Sentence

A good children’s book requires an exciting plot and a problem with which children can sympathize. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. There is also tension to be resolved. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval. The careful balance of action, tension, and relatability is what makes this book an enduring childhood favorite.

Topic Sentence-Details

The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. There is also tension to be resolved. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval.

Note: you can relocate the topic sentence to the end here, and you’ll have an example of the Details-Topic Sentence method of organizing the paragraph.

Details-Topic Sentence-Details

In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. There is definitely tension to be resolved here. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval.

Implied Topic Sentences

Now that you’re getting used to the idea that the topic sentence doesn’t necessarily need to be placed at the beginning of the paragraph, what if I told you that, sometimes, the topic sentence doesn’t need to be stated at all? It’s true!  Eliminating the topic sentence isn’t always the best strategy for beginning writers, but it can be effective, and it’s a pretty common strategy among professional writers. It’s also worthwhile to note that many instructors will prefer an explicit topic sentence over an implied one, just as many will prefer an explicit thesis over an implied one. When in doubt, ask your instructors about their preferences in areas such as these.

One area where you’re likely to find implied topic sentences is in narrative essays. In narratives, as in novels or other works of creative writing, readers often prefer to glean the meaning from the text rather than to have it thrust upon them. Writers also often prefer to imply themes and ideas rather than spelling it out for their readers. There are also times when your main idea will be obvious enough without having to come out and state your topic sentence. If you’re not sure about whether or not an implied topic is working in a paragraph, write an explicit topic sentence for the paragraph. Read the paragraph with and without your new explicit topic. Does addition of the explicit topic improve the clarity of the paragraph or essay? Share the essay with a couple of friends or classmates and get some second opinions.

Consider the following paragraph from an essay titled “The Bothersome Beauty of Pigeons,” by author and Boise State writing professor, Bruce Ballenger. It’s important to note that this is a personal narrative essay rather than a more traditional academic essay, but the paragraph provides a good example of an implied topic. In this essay Ballenger takes the time to consider the beauty of pigeons, a bird that’s usually thought of as nothing more than a nuisance. Just prior to this paragraph, Ballenger talks about how he used a fake owl to scare away pigeons on his property. He goes on to explain:

My pigeons moved next door where an elderly couple feed them bird seed and have the time and willingness to clean up after their new charges; so it seems, in this case, things have worked out for everyone. But the large flocks still haunt the piazzas in Florence and Venice, the squares in London, and similar places in nearly every city across the globe. Despite their ability to distinguish between a Van Gogh and a Chagall, pigeons still deposit droppings that deface the great marble statues and facades–the works of art and architecture that are part of our human heritage–and yet people still buy bags of seed for about a dollar and pose for photographs, drenched in doves. Meanwhile, officials in these cities continue, sometimes quietly, to wage war against the birds (“Introduction”).

Here, Ballenger seems to be saying that in spite of the attempts of so many to rid themselves of the pigeons, others are still drawn to them and will feed them and encourage them to come back. His main idea seems to be that the battle against pigeons is a losing proposition, but he doesn’t come out and say so. His message in this paragraph is implied. Do you think this paragraph would be improved with an explicit topic sentence? As you write and revise your own paragraphs, these will be important questions for you to consider about your own writing.

Characteristics of a Good Topic Sentence

If a reader or teacher comments that your paragraph lacks unity, you probably need a better topic sentence (or maybe you don’t have one yet). So, how can you spot a good topic sentence when you’ve written one? A good topic sentence might meet the following criteria:

• Signals the topic and also the more focused ideas of the paragraph
• Presents an idea or ideas that are clear and easy to understand
• Provides unity to the paragraph (so it’s clear how all supporting ideas relate)
• Omits supporting details
• Engages the reader

There’s no right order in the writing process for identifying or writing the topic sentence of a paragraph. Some writers begin drafting a paragraph with a main idea already in mind and then decide how to support it. Others begin writing about details, examples, or quotations from sources that they feel somehow relate to what they want to say, writing for a while before deciding what the main idea is. Most writers rely on a variety of strategies that they have developed through trial and error. So don’t let the lack of a main idea hold you back from getting out what you want to say. Write for a while, and a main idea will surely emerge.

Here are some exercises to help you practice identifying and developing topics and topic sentences.

Identify the Topic and Focus

Choose a piece of writing, perhaps an essay or some news articles provided by your instructor, and for each paragraph identify (1) the topic and (2) the more focused idea. Remember, the topic sentence applies more focus to the broader topic to help narrow the scope of the paragraph. For example, the topic of a paragraph might be school lunches. The more focused idea of that same paragraph might be the idea of having students plant school gardens as a way to help incorporate more fresh produce in the menu.

Ask Readers to Find the Topic Sentences

Ask someone to read your essay and for each supporting paragraph, ask your reader to underline the most likely topic sentence. If your reader can’t find a topic sentence, ask him or her to write a topic sentence for that paragraph.

Ask a Readers to Share Their Expectations

Provide a reader with a list of your topic sentences, without the paragraphs that they belong to. Ask the reader what he or she thinks each paragraph is about and what kind of supporting details or discussion he or she would expect to see in the paragraph.

The Paragraph Body: Supporting Your Ideas

Whether the drafting of a paragraph begins with a main idea or whether that idea surfaces in the revision process, once you have that main idea, you’ll want to make sure that the idea has enough support. The job of the paragraph body is to develop and support the topic. Here’s one way that you might think about it:

• Topic sentence: what is the main claim of your paragraph; what is the most important idea that you want your readers to take away from this paragraph?
• Support in the form of evidence: how can you prove that your claim or idea is true (or important, or noteworthy, or relevant)?
• Support in the form of analysis or evaluation: what discussion can you provide that helps your readers see the connection between the evidence and your claim?
• Transition: how can you help your readers move from the idea you’re currently discussing to the next idea presented?

For more on methods of development that can help you to develop and organize your ideas within paragraphs, see “Patterns of Organization and Methods of Development” later in this section of this text.

Types of support might include

• Statistics.
• Quotations.

Now that we have a good idea what it means to develop support for the main ideas of your paragraphs, let’s talk about how to make sure that those supporting details are solid and convincing.

Good vs. Weak Support

What questions will your readers have? What will they need to know? What makes for good supporting details? Why might readers consider some evidence to be weak?

If you’re already developing paragraphs, it’s likely that you already have a plan for your essay, at least at the most basic level. You know what your topic is, you might have a working thesis, and you probably have at least a couple of supporting ideas in mind that will further develop and support your thesis.

So imagine you’re developing a paragraph on one of these supporting ideas and you need to make sure that the support that you develop for this idea is solid. Considering some of the points about understanding and appealing to your audience can also be helpful in determining what your readers will consider good support and what they’ll consider to be weak. Here are some tips on what to strive for and what to avoid when it comes to supporting details.

Breaking, Combining, or Beginning New Paragraphs

Like sentence length, paragraph length varies. There is no single ideal length for “the perfect paragraph.”  There are some general guidelines, however. Some writing handbooks or resources suggest that a paragraph should be at least three or four sentences; others suggest that 100 to 200 words is a good target to shoot for. In academic writing, paragraphs tend to be longer while in less formal or less complex writing, such as in a newspaper, paragraphs tend to be much shorter. Two-thirds to three-fourths of a page is usually a good target length for paragraphs at your current level of college writing. If your readers can’t see a paragraph break on the page, they might wonder if the paragraph is ever going to end or they might lose interest.

The most important thing to keep in mind here is that the amount of space needed to develop one idea will likely be different than the amount of space needed to develop another. So when is a paragraph complete? The answer is, when it’s fully developed. The guidelines above for providing good support should help.

Some signals that it’s time to end a paragraph and start a new one include that

• You’re ready to begin developing a new idea.
• You want to emphasize a point by setting it apart.
• You’re getting ready to continue discussing the same idea but in a different way (e.g. shifting from comparison to contrast).
• You notice that your current paragraph is getting too long (more than three-fourths of a page or so), and you think your writers will need a visual break.

Some signals that you may want to combine paragraphs include that

• You notice that some of your paragraphs appear to be short and choppy.
• You have multiple paragraphs on the same topic.
• You have undeveloped material that needs to be united under a clear topic.

Finally, paragraph number is a lot like paragraph length. You may have been asked in the past to write a five-paragraph essay. There’s nothing inherently wrong with a five-paragraph essay, but just like sentence length and paragraph length, the number of paragraphs in an essay depends upon what’s needed to get the job done. There’s really no way to know that until you start writing. So try not to worry too much about the proper length and number of things. Just start writing and see where the essay and the paragraphs take you. There will be plenty of time to sort out the organization in the revision process. You’re not trying to fit pegs into holes here. You’re letting your ideas unfold. Give yourself—and them—the space to let that happen.

Developing Relationships between Ideas

So you have a main idea, and you have supporting ideas, but how can you be sure that your readers will understand the relationships between them? How are the ideas tied to each other? One way to emphasize these relationships is through the use of clear transitions between ideas. Like every other part of your essay, transitions have a job to do. They form logical connections between the ideas presented in an essay or paragraph, and they give readers clues that reveal how you want them to think about (process, organize, or use) the topics presented.

Why are Transitions Important?

Transitions signal the order of ideas, highlight relationships, unify concepts, and let readers know what’s coming next or remind them about what’s already been covered. When instructors or peers comment that your writing is choppy, abrupt, or needs to “flow better,” those are some signals that you might need to work on building some better transitions into your writing. If a reader comments that she’s not sure how something relates to your thesis or main idea, a transition is probably the right tool for the job.

When Is the Right Time to Build in Transitions?

There’s no right answer to this question. Sometimes transitions occur spontaneously, but just as often (or maybe even more often) good transitions are developed in revision. While drafting, we often write what we think, sometimes without much reflection about how the ideas fit together or relate to one another. If your thought process jumps around a lot (and that’s okay), it’s more likely that you will need to pay careful attention to reorganization and to providing solid transitions as you revise.

When you’re working on building transitions into an essay, consider the essay’s overall organization. Consider using reverse outlining and other organizational strategies presented in this text to identify key ideas in your essay and to get a clearer look at how the ideas can be best organized. See the “Reverse Outlining” section in the “Revision” portion of this text, for a great strategy to help you assess what’s going on in your essay and to help you see what topics and organization are developing. This can help you determine where transitions are needed.

Let’s take some time to consider the importance of transitions at the sentence level and transitions between paragraphs.

Sentence-Level Transitions

Transitions between sentences often use “connecting words” to emphasize relationships between one sentence and another. A friend and coworker suggests the “something old something new” approach, meaning that the idea behind a transition is to introduce something new while connecting it to something old from an earlier point in the essay or paragraph. Here are some examples of ways that writers use connecting words (highlighted with red text and italicized)  to show connections between ideas in adjacent sentences:

To Show Similarity

When I was growing up, my mother taught me to say “please” and “thank you” as one small way that I could show appreciation and respect for others. In the same way, I have tried to impress the importance of manners on my own children.

Other connecting words that show similarity include also, similarly, and likewise.

To Show Contrast

Some scientists take the existence of black holes for granted; however, in 2014, a physicist at the University of North Carolina claimed to have mathematically proven that they do not exist.

Other connecting words that show contrast include in spite of, on the other hand, in contrast, and yet.

To Exemplify

The cost of college tuition is higher than ever, so students are becoming increasingly motivated to keep costs as low as possible. For example, a rising number of students are signing up to spend their first two years at a less costly community college before transferring to a more expensive four-year school to finish their degrees.

Other connecting words that show example include for instance, specifically, and to illustrate.

To Show Cause and Effect

Where previously painters had to grind and mix their own dry pigments with linseed oil inside their studios, in the 1840s, new innovations in pigments allowed paints to be premixed in tubes. Consequently, this new technology facilitated the practice of painting outdoors and was a crucial tool for impressionist painters, such as Monet, Cezanne, Renoir, and Cassatt.

Other connecting words that show cause and effect include therefore, so, and thus.

To Show Additional Support

When choosing a good trail bike, experts recommend 120–140 millimeters of suspension travel; that’s the amount that the frame or fork is able to flex or compress. Additionally, they recommend a 67–69 degree head-tube angle, as a steeper head-tube angle allows for faster turning and climbing.

Other connecting words that show additional support include also, besides, equally important, and in addition.

A Word of Caution

Single-word or short-phrase transitions can be helpful to signal a shift in ideas within a paragraph, rather than between paragraphs (see the discussion below about transitions between paragraphs). But it’s also important to understand that these types of transitions shouldn’t be frequent within a paragraph. As with anything else that happens in your writing, they should be used when they feel natural and feel like the right choice. Here are some examples to help you see the difference between transitions that feel like they occur naturally and transitions that seem forced and make the paragraph awkward to read:

Too Many Transitions:

The Impressionist painters of the late 19th century are well known for their visible brush strokes, for their ability to convey a realistic sense of light, and for their everyday subjects portrayed in outdoor settings. In spite of this fact, many casual admirers of their work are unaware of the scientific innovations that made it possible for this movement in art to take place. Then, in 1841, an American painter named John Rand invented the collapsible paint tube. To illustrate the importance of this invention, pigments previously had to be ground and mixed in a fairly complex process that made it difficult for artists to travel with them. For example, the mixtures were commonly stored in pieces of pig bladder to keep the paint from drying out. In addition, when working with their palettes, painters had to puncture the bladder, squeeze out some paint, and then mend the bladder again to keep the rest of the paint mixture from drying out. Thus, Rand’s collapsible tube freed the painters from these cumbersome and messy processes, allowing artists to be more mobile and to paint in the open air.

Subtle Transitions that Aid Reader Understanding:

The Impressionist painters of the late 19th century are well known for their visible brush strokes, for their ability to convey a realistic sense of light, for their everyday subjects portrayed in outdoor settings. However, many casual admirers of their work are unaware of the scientific innovations that made it possible for this movement in art to take place. In 1841, an American painter named John Rand invented the collapsible paint tube. Before this invention, pigments had to be ground and mixed in a fairly complex process that made it difficult for artists to travel with them. The mixtures were commonly stored in pieces of pig bladder to keep the paint from drying out. When working with their palettes, painters had to puncture the bladder, squeeze out some paint, and then mend the bladder again to keep the rest of the paint mixture from drying out. Rand’s collapsible tube freed the painters from these cumbersome and messy processes, allowing artists to be more mobile and to paint in the open air.

Transitions between Paragraphs and Sections

It’s important to consider how to emphasize the relationships not just between sentences but also between paragraphs in your essay. Here are a few strategies to help you show your readers how the main ideas of your paragraphs relate to each other and also to your thesis.

Use Signposts

Signposts are words or phrases that indicate where you are in the process of organizing an idea; for example, signposts might indicate that you are introducing a new concept, that you are summarizing an idea, or that you are concluding your thoughts. Some of the most common signposts include words and phrases like first, then, next, finally, in sum, and in conclusion. Be careful not to overuse these types of transitions in your writing. Your readers will quickly find them tiring or too obvious. Instead, think of more creative ways to let your readers know where they are situated within the ideas presented in your essay. You might say, “The first problem with this practice is…”  Or you might say, “The next thing to consider is…” Or you might say, “Some final thoughts about this topic are….”

Use Forward-Looking Sentences at the End of Paragraphs

Sometimes, as you conclude a paragraph, you might want to give your readers a hint about what’s coming next. For example, imagine that you’re writing an essay about the benefits of trees to the environment and you’ve just wrapped up a paragraph about how trees absorb pollutants and provide oxygen. You might conclude with a forward-looking sentence like this: “Trees benefits to local air quality are important, but surely they have more to offer our communities than clean air.”  This might conclude a paragraph (or series of paragraphs) and then prepare your readers for additional paragraphs to come that cover the topics of trees’ shade value and ability to slow water evaporation on hot summer days. This transitional strategy can be tricky to employ smoothly. Make sure that the conclusion of your paragraph doesn’t sound like you’re leaving your readers hanging with the introduction of a completely new or unrelated topic.

Use Backward-Looking Sentences at the Beginning of Paragraphs

Rather than concluding a paragraph by looking forward, you might instead begin a paragraph by looking back. Continuing with the example above of an essay about the value of trees, let’s think about how we might begin a new paragraph or section by first taking a moment to look back. Maybe you just concluded a paragraph on the topic of trees’ ability to decrease soil erosion and you’re getting ready to talk about how they provide habitats for urban wildlife. Beginning the opening of a new paragraph or section of the essay with a backward-looking transition might look something like this: “While their benefits to soil and water conservation are great, the value that trees provide to our urban wildlife also cannot be overlooked.”

Evaluate Transitions for Predictability or Conspicuousness

Finally, the most important thing about transitions is that you don’t want them to become repetitive or too obvious. Reading your draft aloud is a great revision strategy for so many reasons, and revising your essay for transitions is no exception to this rule. If you read your essay aloud, you’re likely to hear the areas that sound choppy or abrupt. This can help you make note of areas where transitions need to be added. Repetition is another problem that can be easier to spot if you read your essay aloud. If you notice yourself using the same transitions over and over again, take time to find some alternatives. And if the transitions frequently stand out as you read aloud, you may want to see if you can find some subtler strategies.

Exercise: Try Out Some New Transition Strategies

Choose an essay or piece of writing, either that you’re currently working on, or that you’ve written in the past. Identify your major topics or main ideas. Then, using this chapter, develop at least three examples of sentence-level transitions and at least two examples of paragraph-level transitions. Share and discuss with your classmates in small groups, and choose one example of each type from your group to share with the whole class. If you like the results, you might use them to revise your writing. If not, try some other strategies.

Patterns of Organization and Methods of Development

Patterns of organization can help your readers follow the ideas within your essay and your paragraphs, but they can also work as methods of development to help you recognize and further develop ideas and relationships in your writing. Here are some strategies that can help you with both organization and development in your essays.

Major Patterns of Organization

Read the following sentences:

• Now take the pie out of the oven and let it cool on the stovetop.
• Mix the dry ingredients with the liquid ingredients.
• Set the pie crust aside while you make the filling.

How did it feel to read the above list? A bit confusing, I would guess. That’s because the steps for making a pie were not well organized, and the steps don’t include enough detail for us to know exactly what we should do. (Like what are the dry and liquid ingredients?) We all know that starting instructions from the beginning and giving each detailed step in the order it should happen is vital to having a good outcome, in this case a yummy pie! But it’s not always so simple to know how to organize or develop ideas, and sometimes there’s more than one way, which complicates things even further.

First, let’s take a look at a couple of ways to think about organization.

General to Specific or Specific to General

It might be useful to think about organizing your topic like a triangle:

The first triangle represents starting with the most general, big picture information first, moving then to more detailed and often more personal information later in the paper. The second triangle represents an organizational structure that starts with the specific, small scale information first and then moves to the more global, big picture stuff.

For example, if your topic is air pollution in Portland, Oregon, an essay that uses the general-to-specific organizational structure might begin this way:

Many people consider Portland, Oregon, to be an environmentally friendly, pollution-free place to live. They would be shocked to know how many pollutants are in the air causing a multitude of health problems in Portland’s citizens.

An essay that uses the specific-to-general structure might start like this:

When Nancy moved to Portland, Oregon, with her husband and two kids, she expected to find a clean, pollution-free city. She was shocked and angered when her daughter was diagnosed with asthma caused by air pollution.

What’s the difference between these two introductions? And how might they appeal to the intended audience for this essay (Portland voters) in different ways? The first introduction is looking at the big picture of the problem and mentions pollution’s impact on all citizens in Portland, while the second introduction focuses on one specific family. The first helps readers see how vast the problem really is, and the second helps connect readers to a real family, making an emotional appeal from the very beginning. Neither introduction is necessarily better. You’ll choose one over the other based on the kind of tone you’d like to create and how you’d like to affect your audience. It’s completely up to you to make this decision.

Does the Triangle Mean the Essay Keeps Getting More Specific or More Broad until the Very End?

The triangle is kind of a general guide, meaning you’re allowed to move around within it all you want. For example, it’s possible that each of your paragraphs will be its own triangle, starting with the general or specific and moving out or in. However, if you begin very broadly, it might be effective to end your essay in a more specific, personal way. And if you begin with a personal story, consider ending your essay by touching on the global impact and importance of your topic.

Are There Other Ways to Think about Organizing My Ideas?

Yes! Rather than thinking about which of your ideas are most specific or personal or which are more broad or universal, you might consider one of the following ways of organizing your ideas:

• Most important information first (consider what you want readers to focus on first)
• Chronological order (the order in time that events take place)
• Compare and contrast (ideas are organized together because of their relationship to each other)

The section on Methods of Development, below, offers more detail about some of these organizational patterns, along with some others.

Choose one of the following topics, and practice writing a few opening sentences like we did above, once using the general-to-specific format and once using the specific-to-general. Which do you like better? What audience would be attracted to which one? Share with peers to see how others tackled this challenge. How would you rewrite their sentences? Why? Discuss your changes and listen to how your peers have revised your sentences. Taking in other people’s ideas will help you see new ways to approach your own writing and thinking.

• Facing fears
• Safety in sports
• Community policing
• Educating prisoners
• Sex education
• A book or movie that impacted you
• One thing you would change about your community
• Beauty standards
• Toxic masculinity
• How the media affects identity formation
• Gender roles
• Race in America
• The value of art in society
• Travel as part of a well-rounded education
• Drugs and alcohol
• Advice to new parents
• Advice to teachers
• The value of making mistakes
• How you’d spend a million dollars
• What a tough day at work taught you about yourself or others.

Methods of Development

The methods of development covered here are best used as ways to look at what’s already happening in your draft and to consider how you might emphasize or expand on any existing patterns. You might already be familiar with some of these patterns because teachers will sometimes assign them as the purpose for writing an essay. For example, you might have been asked to write a cause-and-effect essay or a comparison-and-contrast essay.

It’s important to emphasize here that patterns of organization or methods of developing content usually happen naturally as a consequence of the way the writer engages with and organizes information while writing. That is to say, most writers don’t sit down and say, “I think I’ll write a cause-and-effect essay today.”  Instead, a writer might be more likely to be interested in a topic, say, the state of drinking water in the local community, and as the writer begins to explore the topic, certain cause-and-effect relationships between environmental pollutants and the community water supply may begin to emerge.

So if these patterns just occur naturally in writing, what’s the use in knowing about them?  Well, sometimes you might be revising a draft and notice that some of your paragraphs are a bit underdeveloped. Maybe they lack a clear topic, or maybe they lack support. In either case, you can look to these common methods of development to find ways to sharpen those vague topics or to add support where needed. Do you have a clear cause statement somewhere but you haven’t explored the effects?  Are you lacking detail somewhere where a narrative story or historical chronology can help build reader interest and add support?  Are you struggling to define an idea that might benefit from some comparison or contrast?  Read on to consider some of the ways that these strategies can help you in revision.

Cause and Effect (or Effect and Cause)

Do you see a potential cause-and-effect relationship developing in your draft?  The cause-and-effect pattern may be used to identify one or more causes followed by one or more effects or results. Or you may reverse this sequence and describe effects first and then the cause or causes. For example, the causes of water pollution might be followed by its effects on both humans and animals. You may use obvious transitions to clarify cause and effect, such as “What are the results? Here are some of them…” or you might simply use the words cause, effect, and result, to cue the reader about  the relationships that you’re establishing.

Problem-Solution

At some point does your essay explore a problem or suggest a solution? The problem-solution pattern is commonly used in identifying something that’s wrong and in contemplating what might be done to remedy the situation. There are probably more ways to organize a problem-solution approach, but but here are three possibilities:

• Describe the problem, followed by the solution.
• Propose the solution first and then describe the problems that motivated it.
• Or a problem may be followed by several solutions, one of which is selected as the best.

When the solution is stated at the end of the paper, the pattern is sometimes called the delayed proposal. For a hostile audience, it may be effective to describe the problem, show why other solutions do not work, and finally suggest the favored solution. You can emphasize the words problem and solution to signal these sections of your paper for your reader.

Chronology or Narrative

Do you need to develop support for a topic where telling a story can illustrate some important concept for your readers? Material arranged chronologically is explained as it occurs in time. A chronological or narrative method of development might help you find a way to add both interest and content to your essay. Material arranged chronologically is explained as it occurs in time. This pattern may be used to establish what has happened. Chronology or narrative can be a great way to introduce your essay by providing a background or history behind your topic. Or you may want to tell a story to develop one or more points in the body of your essay. You can use transitional words like then, next, and finally to make the parts of the chronology clear.

Comparison and Contrast

Are you trying to define something? Do you need your readers to understand what something is and what it is not? The comparison-and-contrast method of development is particularly useful in extending a definition, or anywhere you need to show how a subject is like or unlike another subject. For example, the statement is often made that drug abuse is a medical problem instead of a criminal justice issue. An author might attempt to prove this point by comparing drug addiction to AIDS, cancer, or heart disease to redefine the term “addiction” as a medical problem. A statement in opposition to this idea could just as easily establish contrast by explaining all the ways that addiction is different from what we traditionally understand as an illness. In seeking to establish comparison or contrast in your writing, some words or terms that might be useful are by contrast, in comparison, while, some, and others.

Order of Importance

Order of importance is best used for the following purposes:

• Persuading and convincing
• Ranking items by their importance, benefit, or significance
• Illustrating a situation, problem, or solution

Most essays move from the least to the most important point, and the paragraphs are arranged in an effort to build the essay’s strength. Sometimes, however, it is necessary to begin with your most important supporting point, such as in an essay that contains a thesis that is highly debatable. When writing a persuasive essay, it is best to begin with the most important point because it immediately captivates your readers and compels them to continue reading.

For example, if you were supporting your thesis that homework is detrimental to the education of high school students, you would want to present your most convincing argument first, and then move on to the less important points for your case.

Some key transitional words you should use with this method of organization are most importantly, almost as importantly, just as importantly, and finally.

These five methods of development—cause and effect, problem-solution, chronology or narrative, comparison and contrast, and order of importance—are just a few ways to organize and develop ideas and content in your essays. It’s important to note that they should not be a starting point for writers who want to write something authentic—something that they care deeply about. Instead, they can be a great way to help you look for what’s already happening with your topic or in a draft, to help you to write more, or to help you reorganize some parts of an essay that seem to lack connection or feel disjointed. Look for organizational patterns when you’re reading work by professional writers. Notice where they combine strategies (e.g a problem-solution pattern that uses cause-and-effect organization, or a comparison-contrast pattern that uses narrative or chronology to develop similarities or differences). Pay attention to how different writers emphasize and develop their main ideas, and use what you find to inspire you in your own writing. Better yet, work on developing  completely new patterns of your own.

KEY TAKEAWAYS

• The way you organize your body paragraphs ensures you and your readers stay focused on and draw connections to your thesis statement.
• A strong organizational pattern allows you to articulate, analyze, and clarify your thoughts.
• Planning the organizational structure for your essay before you begin to search for supporting evidence helps you conduct more effective and directed research.
• Chronological order is most commonly used in expository writing. It is useful for explaining the history of your subject, for telling a story, or for explaining a process.
• Order of importance is most appropriate in a persuasive paper as well as for essays in which you rank things, people, or events by their significance.
• Spatial order describes things as they are arranged in space and is best for helping readers visualize something as you want them to see it; it creates a dominant impression.

“Essay Structure” uses information from:

The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear which is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .

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Let's Keep Writing! Copyright © 2021 by Kathy Boylan and Jenifer Kurtz is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Essay Structure

• 11 December 2023

An essay structure varies depending on the type of work. However, a general outline of an essay structure is:

• Introduction

Title Page as Essay Structure’s Unit

Each paper format has its rules regarding a title page. For example, there will be a separate title page for APA, MLA, Harvard, Chicago/Turabian, and other paper formats. Therefore, writers must make sure to consult formatting rules to understand will there be a title page or not or check instructions from professors.

Outline – Roots of an Essay Structure

Some types of papers might also cover outlines to present overall essay structures. Hence, there are different types of outlines, but they are written with the sole purpose to help readers navigate papers. Also, some essay outline might be used in the same way as an abstract, which is to attract readers.

Scientific papers all include an abstract page. However, some works in APA style formatting that are 1000+ words in length require an abstract page in an essay structure. In this case, works are long enough to read, while reading an abstract should be enough to understand if papers are worth the time. Therefore, such a page provides a brief overview of everything written in academic papers.

An abstract is usually around 150 words, has a purpose statement, provides an overview of major issues raised within academic papers, and serves the purpose to catch the reader’s attention. The abstract always ends with a “Keywords” field where writers identify major terms used in papers. Usually, such keywords include the paper’s topic or signal phrase that is the most important in it.

Introduction’s Importance in an Essay Structure

The introduction has to be about 10 % of the paper’s word count. In this case, the introduction includes an attention getter or a hook with a goal to interest readers. If it is a serious paper, a hook sentence will be the explanation of why a chosen topic is of great importance. Further on, the introduction must include a preview of the main points. Writers must talk about all the aspects that are highlighted in essays in brief. In turn, a good way to do it would be the preview of the main points highlighted in the essay’s body.

Finally, the introduction part has to end with a thesis statement. For example, a thesis statement is usually only one sentence long, represents a direct answer to an assignment question, responds to an assignment topic, describes the writer’s position, summarizes the main evidence, and appears as the last sentence of the introduction. In turn, students should never confuse a Thesis Statement with a Purpose Statement. Additionally, there is, usually, no citation in the introduction.

Main Body’s Role in an Essay Structure

As a rule, in the main body of an essay structure, students should write one paragraph for one idea. Firstly, each paragraph starts with a topic sentence that summarizes such an idea. Then, within body paragraphs, writers must support such an idea by adding explanations, evidence, research, examples, and more. Sentences with such information are considered as evidence sentences and must include an in-text citation in them. In turn, students should not use citations in the first sentences of body paragraphs. Topic sentences have to summarize everything authors are going to talk about within defined paragraphs. Moroever, writers do not end body paragraphs with in-text citations because the last sentence has to be a transition to the next paragraph or provide final thoughts on the paragraph’s idea. The best method would be to incorporate them in the part when students give evidence.

Structure of the Main Body

Additionally, the main body must present no less than four sentences in one paragraph by considering an essay structure. Basically, four sentences will include the introductory sentence, evidence with in-text citation, explanation sentence of why citation is needed, and concluding sentence. Hence, four sentences are a minimum for a paragraph in the main body. On the other side, the length is important too since paragraphs must be at least four lines in length, according to academic writing standards. In turn, students may use up to three evidence sentences per paragraph (no less than 1, no more than 3!). Besides, zero evidence will make a paragraph pointless (unless it is an introduction or conclusion) while too many citations will make paragraphs filled with cited text, destroying the author’s own voice.

The Flow of the Main Body

As always, writing has to be concise and clear while sentences within a paragraph must be logically connected. Paragraphs are organized in a logical sequence with a link to each other. Hence, the concluding sentence would be the best way to link paragraphs to each other. In turn, links between arguments in paragraphs and ideas within an essay structure can be achieved by using transitional words and phrases. Moroever, all paragraphs include a writer’s voice because, if it is not, this aspect will be considered as a form of plagiarism, as it means that an author has done zero research and spent no time reading credible sources . In this case, writers read scholarly sources, and they will understand that they need more sentences for explanation giving a couple specific evidence here and there to increase the credibility of their own voice, not to mute it.

General Information for Main Body

The Main Body is about 80 % of the paper, while all of this content expands on a thesis statement. Here is an example of the main body for a typical 5-paragraph essay structure (introduction, 3 body paragraphs, and conclusion):

I. Introduction with a thesis statement

II. Main Body (3 paragraphs)

1st body paragraph (follow a Sandwich Rule): Topic/Introductory Sentence. Evidence. Explanation/Analysis of the evidence. Transition sentence. 2nd body paragraph (follow a Sandwich Rule): Topic/Introductory Sentence. Evidence. Explanation/Analysis of the evidence. Transition sentence. 3rd body paragraph (follow a Sandwich Rule): Topic/Introductory Sentence. Evidence. Explanation/Analysis of the evidence. Concluding Sentence.

III. Conclusion

Conclusions are about 10 % of words in papers and must restate thesis statements, summarize arguments and evidence, and show how they answer original questions. Hence, zero new information can be present in the conclusion part.

References in an Essay Structure

Sometimes, there are acknowledgment and appendix pages in academic works, while references are usually the last thing that writers include in essays. However, the formatting of all references has to be done according to general formatting rules. For more information, check paper formats covered by wr1ter.com.

100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

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How to Write a Great Essay in English! This lesson provides 100+ useful words, transition words and expressions used in writing an essay. Let’s take a look!

The secret to a successful essay doesn’t just lie in the clever things you talk about and the way you structure your points.

Useful Words and Phrases to Write a Great Essay

Overview of an essay.

Useful Phrases for Proficiency Essays

Developing the argument

• The first aspect to point out is that…
• Let us start by considering the facts.
• The novel portrays, deals with, revolves around…
• Central to the novel is…
• The character of xxx embodies/ epitomizes…

The other side of the argument

• It would also be interesting to see…
• One should, nevertheless, consider the problem from another angle.
• Equally relevant to the issue are the questions of…
• The arguments we have presented… suggest that…/ prove that…/ would indicate that…
• From these arguments one must…/ could…/ might… conclude that…
• All of this points to the conclusion that…
• To conclude…

Ordering elements

• Firstly,…/ Secondly,…/ Finally,… (note the comma after all these introductory words.)
• As a final point…
• On the one hand, …. on the other hand…
• If on the one hand it can be said that… the same is not true for…
• The first argument suggests that… whilst the second suggests that…
• There are at least xxx points to highlight.

Adding elements

• Furthermore, one should not forget that…
• In addition to…
• Moreover…
• It is important to add that…

Accepting other points of view

• Nevertheless, one should accept that…
• However, we also agree that…

Personal opinion

• We/I personally believe that…
• Our/My own point of view is that…
• It is my contention that…
• I am convinced that…
• My own opinion is…

Others’ opinions

• According to some critics… Critics:
• believe that
• suggest that
• are convinced that
• point out that
• emphasize that
• contend that
• go as far as to say that
• argue for this

Introducing examples

• For example…
• For instance…
• To illustrate this point…

Introducing facts

• It is… true that…/ clear that…/ noticeable that…
• One should note here that…

Saying what you think is true

• This leads us to believe that…
• It is very possible that…
• In view of these facts, it is quite likely that…
• Doubtless,…
• One cannot deny that…
• It is (very) clear from these observations that…
• All the same, it is possible that…
• It is difficult to believe that…

Accepting other points to a certain degree

• One can agree up to a certain point with…
• Certainly,… However,…
• It cannot be denied that…

Emphasizing particular points

• The last example highlights the fact that…
• Not only… but also…
• We would even go so far as to say that…

Moderating, agreeing, disagreeing

• By and large…
• Perhaps we should also point out the fact that…
• It would be unfair not to mention the fact that…
• One must admit that…
• We cannot ignore the fact that…
• One cannot possibly accept the fact that…

Consequences

• From these facts, one may conclude that…
• That is why, in our opinion, …
• Which seems to confirm the idea that…
• Thus,…/ Therefore,…
• Some critics suggest…, whereas others…
• Compared to…
• On the one hand, there is the firm belief that… On the other hand, many people are convinced that…

How to Write a Great Essay | Image 1

How to Write a Great Essay | Image 2

Phrases For Balanced Arguments

Introduction

• It is often said that…
• It is undeniable that…
• It is a well-known fact that…
• One of the most striking features of this text is…
• The first thing that needs to be said is…
• First of all, let us try to analyze…
• One argument in support of…
• We must distinguish carefully between…
• The second reason for…
• An important aspect of the text is…
• It is worth stating at this point that…
• On the other hand, we can observe that…
• The other side of the coin is, however, that…
• Another way of looking at this question is to…
• What conclusions can be drawn from all this?
• The most satisfactory conclusion that we can come to is…
• To sum up… we are convinced that…/ …we believe that…/ …we have to accept that…

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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Awesome Guide on How to Write an Essay Introduction

'I'd like to recall the day I nearly burned myself in flames in my automobile while going 250 mph and escaping the police'. – Thankfully, we don't have a story like that to relate to, but we bet we piqued your interest.

That's what we refer to as an efficient hook. Fundamentally, it's an attention-grabbing first sentence that piques an audience's interest and encourages them to keep reading. While writing an essay, a strong hook in essay introductions is essential.

Delve into the article if you're wondering how to start an essay with a strong introduction. This is the ultimate guide for writing the parts of a introduction paragraph from our custom dissertation writing service to engage your readers.

Introduction Definition

The introduction paragraph, to put it simply, is the first section of an essay. Thus, when reading your essay, the reader will notice it right away. What is the goal of an opening paragraph? There are two things that an excellent introduction achieves. It initially informs the reader on the subject of your work; in other words, it should describe the essay's topic and provide some background information for its main point. It must also spark readers' interest and persuade them to read the remainder of your article.

To provide you with essay writing services , we only need your paper requirements to create a plagiarism-free paper on time.

How Long Should an Introduction Be

Typically, there are no strict restrictions on how long an opening paragraph should be. Professional essay writers often shape the size of it with the paper's total length in mind. For instance, if you wonder how to make introduction in essay with five paragraphs, keep your introductory sentence brief and fit it inside a single section. But, if you're writing a longer paper, let's say one that's 40 pages, your introduction could need many paragraphs or even be pages long.

Although there are no specific requirements, seasoned writers advise that your introduction paragraph should account for 8% to 9% of your essay's overall word length.

And, if you place an order on our coursework writing services , we will certainly comply with your introduction length requirements.

What Makes a Good Introduction

All of the following criteria should be fulfilled by a strong opening sentence:

• Start your introduction on an essay with a catchy sentence that draws the reader in.
• It needs to include baseline information about your subject.
• This should give readers a sense of the main argument(s) that your essay will address.
• It must include all necessary information on the setting, locations, and chronological events.
• By the end of your introduction, make a precise remark that serves as your essay's thesis.

What Are the 3 Parts of an Introduction Paragraph

So, what should be in a introduction paragraph? The introduction format essay has three sections: a hook, connections, and a thesis statement. Let's examine each component in more depth.

Part 1: Essay Hook

A hook is among the most effective parts of a introduction paragraph to start an essay. A strong hook will always engage the reader in only one sentence. In other words, it is a selling point.

Let's now address the query, 'how to make an essay introduction hook interesting?'. Well, to create a powerful hook, you can employ a variety of techniques:

• A shocking fact
• An anecdote 
• A short summary

And here is what to avoid when using a hook:

• Dictionary definitions
• Generalizations
• Sweeping statements that include words like 'everywhere,' 'always,' etc.

Once you've established a strong hook, you should give a general outline of your major point and some background information on the subject of your paper. If you're unsure how to write an introduction opening, the ideal approach is to describe your issue briefly before directing readers to particular areas. Simply put, you need to give some context before gradually getting more specific with your opinions.

The 5 Types of Hooks for Writing

Apart from the strategies mentioned above, there are even more types of hooks that can be used:

• A Common Misconception — a good trick, to begin with, to claim that something your readers believe in is false.

Example: 'Although many falsely believe that people working from home are less productive – employees who get such work-life benefits generally work harder.'

• Statistics — Statistical facts may provide a great hook for argumentative essays and serious subjects focusing on statistics.

Example: 'A recent study showed that people who are satisfied with their work-life balance work 21% harder and are 33% more likely to stay at the same company.'

• Personal Story — sometimes, personal stories can be an appropriate hook, but only if they fit into a few brief sentences (for example, in narrative essays).

Example: 'When I had my first work-from-home experience, I suddenly realized the importance of having a good work-life balance; I saw plenty of the benefits it can provide.'

• Scenes — this type of hook requires making the readers imagine the things you are writing about. It is most suitable when used in descriptive and narrative essays.

Example: 'Imagine you could have as much free time as you wish by working or studying from home—and spend more time with your loved ones.'

• Thesis Statement — when unsure how to do an essay introduction, some writers start directly with their thesis statement. The main trick here is that there is no trick.

Example: 'I strongly believe there is a direct correlation between a healthy work-life balance and productivity in school or at work.'

Part 2: Connections

Give readers a clearer sense of what you will discuss throughout your article once you have given a hook and relevant background information about your essay topic. Briefly mentioning your main points in the same sequence in which you will address them in your body paragraphs can help your readers progressively arrive at your thesis statement.

In this section of your introduction, you should primarily address the following questions:

You may make sure that you are giving your readers all the information they need to understand the subject of your essay by responding to each of these questions in two to three lines. Be careful to make these statements brief and to the point, though.

Your main goal is gradually moving from general to specific facts about your subject or thesis statement. Visualize your introduction as an upside-down triangle to simplify the essay writing process. The attention-grabbing element is at the top of this triangle, followed by a more detailed description of the subject and concluding with a highly precise claim. Here is some quick advice on how to use the 'upside-down triangle' structure to compose an essay introduction:

• Ensure that each subsequent line in your introduction is more focused and precise. This simple method will help you progressively introduce the main material of your piece to your audience.
• Consider that you are writing a paper on the value of maintaining a healthy work-life balance. In this situation, you may start with a query like, 'Have you ever considered how a healthy work-life balance can affect other areas of your life?' or a similar hook. Next, you could proceed by giving broad factual information. Finally, you could focus your topic on fitting your thesis statement.

Part 3: The Thesis Statement

If you're unsure of the ideal method to create an introduction, you should be particularly attentive to how you phrase your thesis statement.

The thesis of your work is, without a doubt, the most crucial section. Given that the thesis statement of your piece serves as the foundation for the entire essay, it must be presented in the introduction. A thesis statement provides readers with a brief summary of the article's key point. Your main assertion is what you'll be defending or disputing in the body of your essay. An effective thesis statement is often one sentence long, accurate, exact, unambiguous, and focused. Your thesis should often be provided at the end of your introduction.

Here is an example thesis statement for an essay about the value of a proper work-life balance to help you gain a better understanding of what a good thesis should be:

Thesis Statement Example: 'Creating flexible and pleasant work schedules for employees can help them have a better work-life balance while also increasing overall performance.'

Catchy Introductions for Different Essay Types

Although opening paragraphs typically have a fixed form, their language may vary. In terms of academic essays, students are often expected to produce four primary intro to essay examples. They include articles that are analytical, argumentative, personal, and narrative. It is assumed that different information should appear in these beginning paragraphs since the goals of each sort of essay change. A thorough overview of the various paper kinds is provided below, along with some good essay introduction samples from our argumentative essay writers:

Narrative Introduction

• The writer of a narrative essay must convey a story in this style of writing. Such essays communicate a story, which distinguishes them from other essay types in a big way.
• Such a paper's hook will often be an enticing glimpse into a specific scene that only loosely links to the thesis statement. Additionally, when writing such an essay, a writer should ensure that every claim included in the introduction relates to some important moments that have significantly impacted the story's outcome.
• The thesis in narrative writing is usually the theme or main lesson learned from the story.

Narrative introduction example: 'My phone rang, and my mother told me that Dad had suffered a heart attack. I suddenly experienced a sense of being lifted out from under me by this immaculately carpeted flooring. After making it through, Dad left me with a sizable collection of lessons. Here are three principles that I know dad would have wanted me to uphold...'

Still Can't Think of a Perfect Intro?

When assigned to write an essay, students end up with a ton of questions, including 'How to structure an essay?', 'How to choose a good topic?'. Here at EssayPro, we employ only the best essay writers who are committed to students’ success.

Analytical Introduction

• Analytical essay introduction format is another popular type. In contrast to a narrative paper, an analytical paper seeks to explore an idea and educate the reader about a topic.
• Three important facts that support the analytical premise should be included in the middle section of the introduction.
• A well-researched and well-thought-out claim will form a wonderful thesis because the main goal of this paper is to study the topic and educate readers. It's crucial to remember that this assertion shouldn't initially have any real weight. Although it will still be theoretical, it has to be articulated practically.

Analytical introduction example: “... Hence even though presidents, CEOs, and generals still have their daily schedules full of economic crises and military conflicts, on the cosmic scale of history humankind can lift its eyes up and start looking towards new horizons. If we bring famine, plague, and war under control, what will replace them at the top of the human agenda? Like firefighters in a world without fire, so humankind in the twenty-first century needs to ask itself an unprecedented question: what are we going to do with ourselves? What will demand our attention and ingenuity in a healthy, prosperous, and harmonious world? In a healthy, prosperous, and harmonious world, what will demand our attention and ingenuity? This question becomes doubly urgent given the immense new powers that biotechnology and information technology are providing us with. What will we do with all that power? ...” Homo Deus: A Brief History of Tomorrow, Yuval Noah Harari

Persuasive Introduction

• To persuade readers of anything is the sole goal of persuasive essay writing. This may be accomplished using persuasive strategies like ethos, pathos, and logos.
• A hook statement for this paper may be anything from a fascinating fact to even comedy. You can use whatever technique you choose. The most crucial advice is to ensure your hook is in line with your thesis and that it can bolster further justifications.
• Generally speaking, a persuasive essay must include three supporting facts. Hence, to gradually lead readers to the major topic of your paper, add a quick summary of your three arguments in your introduction.
• Last, the thesis statement should be the main claim you will be disputing in this paper. It should be a brief, carefully thought-out, and confident statement of your essay's major argument.

Persuasive introduction example: 'Recycling waste helps to protect the climate. Besides cleaning the environment, it uses waste materials to create valuable items. Recycling initiatives must be running all around the world. ...'

Personal Introduction

• The final sort of academic writing that students frequently encounter is a personal essay. In principle, this essay style is creative nonfiction and requires the author to reflect on personal experiences. The goals of such a paper may be to convey a story, discuss the lessons that certain incidents have taught you, etc. This type of writing is unique since it is the most personal.
• Whatever topic you choose can serve as the hook for such an essay. A pertinent remark, query, joke, or fact about the primary plot or anything else will be acceptable. The backdrop of your narrative should then be briefly explained after that. Lastly, a thesis statement can describe the impact of particular experiences on you and what you learned.

Personal introduction example: 'My parents always pushed me to excel in school and pursue new interests like playing the saxophone and other instruments. I felt obligated to lead my life in a way that met their standards. Success was always expected on the route they had set out for me. Yet eight years after my parents' separation, this course was diverted when my dad relocated to California...'

Tips for Writing a Winning Introduction Paragraph

You now understand how to do introduction and have specific intro example for essays to help you get going. Let's quickly examine what you should and shouldn't do during the writing process.

• Keep the assignment's purpose in mind when you write your introduction, and ensure it complies with your instructor's requirements.
• Use a compelling and relevant hook to grab the reader's attention immediately.
• Make sure your readers understand your perspective to make it apparent.
• If necessary, establish key terms related to your subject.
• Show off your expertise on the subject.
• Provide a symbolic road map to help readers understand what you discuss throughout the post.
• Be brief; it's recommended that your introduction make up no more than 8 to 9 percent of the entire text (for example, 200 words for a 2500 words essay).
• Construct a strong thesis statement.
• Create some intrigue.
• Make sure there is a clear and smooth transition from your introduction to the body of your piece.
• If you're looking for a custom writer , request assistance from the EssayPro team. We know how to write a term paper along with many other types of essays.

Don'ts

• Provide too much background information.
• Use sentences that are off-topic or unnecessary.
• Make your opening paragraph excessively long.
• Keep some information a secret and reveal it later in conclusion.
• Employ overused phrases or generalizations.
• Using quotation marks excessively

Now that you know what is in the introduction of an essay, we recommend reading the information on how to critique an article to gain more academic insight.

If you are still struggling with that, keep in mind that you can always send us your request to get professional assistance from our law essay writing service .

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Essay Keywords

Every essay question will generally contain a key word that tells you what kind of answer your teacher wants. Here is a list of some key words commonly found in essay questions:

Separate out the parts and show how they relate to the whole. For example, whether you are asked to analyze a poem, story, or play, you will need to look at individual elements such as point of view, setting, characters, plot, imagery or symbolism, and motifs or themes. See how each of these elements contributes to the overall meaning of the work.

Give reasons for or against. Be sure to use specific examples to back up your points.

Compare and contrast

These words often appear together but not always. If you are asked to compare, show the similarities and the differences. If you are asked to contrast, show only the differences.

Write about a subject in detail, often so that the reader gets a clear mental picture or image of what you are describing.

Write about a subject in detail, giving reasons and examples.

State the main ideas briefly, leaving out specific examples.

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7 Cara Terbaik untuk Mempersingkat Esai

• Tim Redaksi Smodin
• Diterbitkan: 14 Mei 2024

Apakah Anda menghapus banyak kata dan paragraf dari esai Anda tetapi masih tidak melihat perubahan jumlah kata? Baik Anda memenuhi jumlah kata yang ketat atau menyempurnakan pesan Anda, mengurangi panjang esai tanpa mengorbankan kualitas konten dapat menjadi tantangan.

Untungnya, selain hanya menargetkan jumlah kata minimum, ada beberapa solusi yang cukup sederhana, seperti menggunakan kecerdasan buatan, melakukan penelitian menyeluruh, dan memangkas kata-kata yang tidak perlu. Tapi masih ada lagi.

Dalam panduan ini, kami akan membongkar beberapa tips praktis untuk membantu Anda membuat esai Anda ringkas dan berdampak. Saatnya membuat setiap kata berarti!

7 Cara Terbaik Untuk Mempersingkat Esai

Berikut rincian rinci tentang cara terbaik untuk mempersingkat esai Anda:

1. Gunakan kecerdasan buatan

Ketika kita berbicara tentang penulisan akademis, kecerdasan buatan (AI) dapat membawa perubahan besar, terutama dalam hal mengurangi panjang esai Anda.

Alat seperti Smodin dapat membantu membuat konten Anda lebih ringkas sekaligus meningkatkan kualitas secara keseluruhan. AI dapat membantu Anda mempersingkat esai Anda melalui metode berikut:

• Penulisan ulang otomatis : Alat penulisan ulang AI dapat memformulasi ulang konten yang ada agar lebih lugas dengan tetap mempertahankan makna aslinya.
• Penyederhanaan kalimat : Algoritma dapat menganalisis kalimat Anda dan menyarankan alternatif yang lebih sederhana, membantu menghilangkan informasi yang berlebihan dan mengurangi jumlah kata.
• Bantuan penelitian : Platform tertentu memiliki alat penelitian bertenaga AI yang memungkinkan Anda mengumpulkan informasi paling relevan dengan cepat. Ini memastikan bahwa setiap kata dalam esai Anda berkontribusi pada argumen Anda tanpa bahan pengisi yang tidak perlu.
• Pemeriksaan plagiarisme : Memastikan esai Anda bebas plagiarisme sangatlah penting. Misalnya, alat pendeteksi plagiarisme Smodin membantu Anda mengidentifikasi dan mengganti konten yang disalin dengan ekspresi asli dan ringkas.
• Umpan balik instan : Menerima saran real-time tentang cara menyederhanakan teks Anda, dengan fokus pada hal-hal penting untuk mengomunikasikan pesan Anda secara efektif.
• Pembuatan referensi : Secara otomatis menghasilkan dan menyisipkan kutipan dalam format yang benar, yang membantu menghemat waktu Anda sekaligus menjaga integritas akademis esai Anda dan membuatnya tetap singkat.

2. Identifikasi Kata-kata yang Tidak Perlu dan Hapus

Salah satu cara paling sederhana namun efektif untuk mempersingkat esai Anda adalah dengan mengidentifikasi dan menghilangkan kata-kata yang tidak perlu.

Pendekatan ini membantu mengurangi jumlah kata dan mempertajam argumen Anda, sehingga membuat tulisan Anda lebih menarik. Anda dapat mengidentifikasi dan menghapus kata tambahan dengan melakukan hal berikut:

• Temukan frasa yang bertele-tele : Seringkali, frasa dapat diringkas tanpa kehilangan makna. Misalnya, frasa “karena” dapat diganti dengan “karena”. Waspadai frasa bertele-tele yang menambah jumlah kata secara sia-sia.
• Hapus frasa preposisi yang tidak perlu : Frasa preposisi bisa jadi berlebihan atau menambahkan detail yang tidak perlu. Evaluasi apakah frasa ini menambah nilai atau hanya kata tambahan. Memotongnya dapat membuat kalimat menjadi lebih lugas.
• Hindari redundansi : Pasangan yang berlebihan seperti “sangat penting” atau “rencana masa depan” dapat direduksi menjadi satu kata tanpa kehilangan nilai informasinya.
• Pangkas kata sifat dan kata keterangan yang berlebih : Kata sifat dan kata keterangan dapat membuat tulisan menjadi lebih baik tetapi juga dapat menyebabkan deskripsi yang berlebihan. Gunakan dengan hemat, terutama jika kata-kata tersebut tidak memberikan arti tambahan pada kata benda dan kata kerja yang diubahnya.
• Lebih sedikit kata; dampak yang lebih besar : Bertujuan untuk singkatnya dengan menggunakan lebih sedikit kata untuk mengungkapkan ide yang sama. Ini akan membantu mengurangi jumlah kata sekaligus membuat tulisan Anda lebih bermakna dan jelas.

3. Kencangkan Struktur Kalimat

Memperketat struktur kalimat sangat penting untuk membuat esai Anda lebih ringkas dan mudah dibaca. Gunakan suara aktif untuk membuat tulisan Anda lebih jelas dan dinamis. Hal ini sangat penting dalam penulisan akademis, karena Anda harus langsung pada pokok permasalahan dengan cepat.

Dalam esai akademis, peralihan dari kalimat pasif ke kalimat aktif dapat mempersingkat dan memperkuat kalimat Anda. Misalnya, daripada menulis, “Percobaan dilakukan oleh siswa”, Anda dapat mengatakan, “Siswa yang melakukan percobaan.” Hal ini mengurangi jumlah kata dan menempatkan tindakan langsung dengan subjek, sehingga membuat kalimat Anda lebih langsung.

Menggabungkan dua kalimat terpisah menjadi satu dapat menyederhanakan ide Anda dan mengurangi redundansi. Carilah peluang di mana kalimat-kalimat dapat digabungkan tanpa kehilangan maknanya. Misalnya, “Dia yang menulis buku itu. Itu menjadi buku terlaris.” dapat diutarakan ulang menjadi “Dia menulis buku yang menjadi buku terlaris.”

Selain itu, hindari kualifikasi dan pengubah yang tidak perlu yang tidak menambahkan informasi penting. Kalimat sering kali terhambat oleh tambahan-tambahan ini, membuatnya berantakan dan panjang.

4. Lakukan Riset Menyeluruh

Saat menulis esai, penelitian ekstensif dapat membuat hasil akhir menjadi jauh lebih singkat. Riset yang efektif membantu Anda mengumpulkan informasi tepat yang relevan dengan topik Anda. Ini berarti Anda akan menulis lebih langsung dan menghindari elaborasi yang tidak perlu. Inilah cara Anda dapat melakukan penelitian secara efektif:

• Tentukan ruang lingkup penelitian Anda : Tentukan informasi apa yang penting untuk argumen. Langkah awal ini akan membantu Anda memfokuskan upaya penelitian dan mencegah data yang tidak relevan.
• Identifikasi sumber-sumber utama : Mulailah dengan database ilmiah dan jurnal akademis yang menawarkan artikel tinjauan sejawat. Sumber-sumber ini memberikan informasi yang kredibel dan otoritatif yang penting untuk penulisan akademis.
• Gunakan kata kunci yang tepat : Saat mencari informasi, gunakan kata kunci spesifik yang berkaitan dengan topik esai Anda. Ketepatan di sini akan membantu menemukan artikel dan studi yang paling relevan, sehingga mengurangi waktu yang dihabiskan untuk membaca yang tidak perlu.
• Evaluasi sumber : Menilai relevansi dan keandalan setiap sumber. Periksa tanggal publikasi untuk memastikan informasi terkini dan relevan dengan topik Anda.
• Buat catatan secara efisien : Saat Anda meneliti, catat poin-poin penting, kutipan, dan referensi. Atur catatan ini sesuai dengan bagian esai Anda untuk mempercepat penulisan.
• Sintesis informasi : Gabungkan informasi dari berbagai sumber untuk membangun argumen yang kuat. Ini akan memungkinkan Anda menulis secara komprehensif dan dengan lebih sedikit kata, karena setiap kalimat memiliki bobot lebih.

5. Perbaiki Struktur Paragraf Anda

Merampingkan paragraf dapat membuat esai Anda lebih pendek dan lebih mudah dicerna oleh pembaca. Dengan paragraf yang terstruktur dengan baik, Anda dapat fokus pada satu ide yang didukung oleh pernyataan yang ringkas.

Mulailah setiap paragraf dengan kalimat topik yang dengan jelas menyatakan gagasan utama. Kalimat ini menentukan arah dan nada, memberi tahu pembaca apa yang diharapkan. Ini juga membantu memastikan bahwa setiap kalimat berikutnya berhubungan langsung dengan gagasan utama.

Padatkan informasi pendukung dengan menggabungkan ide-ide yang hidup berdampingan secara logis dalam satu kalimat atau frasa. Setelah itu, evaluasi setiap kalimat kontribusinya terhadap gagasan utama paragraf. Hapus semua informasi yang diulang-ulang atau terlalu detail.

Fokus pada pemberian bukti dan penjelasan yang secara langsung mendukung poin utama. Anda juga harus mengakhiri setiap paragraf dengan kalimat yang memperkuat gagasan utama dan berpotensi menghubungkan ke paragraf berikutnya. Hal ini menciptakan transisi yang mulus dan menjaga esai tetap fokus dan kohesif.

6. Sempurnakan Pendahuluan dan Kesimpulan

Bagian-bagian ini membingkai esai Anda dan memengaruhi persepsi argumen Anda. Berikut beberapa cara untuk membuatnya tetap ringkas namun efektif.

Pendahuluan harus menarik dan ringkas, dengan jelas menyatakan tujuan dan ruang lingkup esai Anda. Mulailah dengan sebuah hook yang menarik perhatian pembaca, diikuti dengan informasi latar belakang yang menentukan konteksnya. Gabungkan pernyataan tesis Anda sejak awal, idealnya di akhir pendahuluan.

Kesimpulannya perlu memperkuat tesis. Ringkaslah poin-poin penting dalam esai dan tunjukkan bagaimana poin-poin tersebut mendukung tesis. Berikan pemikiran akhir yang membuat pembaca memiliki sesuatu untuk direnungkan.

Selain itu, ingatlah untuk tetap rapat – kesimpulan bukanlah tempat untuk memperkenalkan ide-ide baru. Ini harus merangkum apa yang Anda sajikan dan mendorong pembaca untuk mengajukan pertanyaan mereka sendiri.

7. Edit dan Koreksi

Jaga agar esai Anda tetap ringkas dan bebas kesalahan dengan mengalokasikan waktu yang cukup untuk mengedit dan mengoreksi. Proses ini mengamati pekerjaan Anda pada tingkat yang berbeda, mulai dari keseluruhan struktur hingga pilihan kata dan tanda baca. Inilah cara Anda melakukannya:

Mulailah dengan membaca keseluruhan makalah Anda untuk merasakan alur dan koherensinya. Periksa apakah semua paragraf mendukung pernyataan tesis Anda dan apakah transisi bagian berjalan lancar. Hal ini akan membantu Anda menemukan area di mana argumentasinya mungkin lemah, atau kata-katanya bisa lebih jelas.

Fokus selanjutnya pada struktur paragraf. Pastikan setiap paragraf melekat pada satu gagasan utama dan semua kalimat secara langsung mendukung gagasan tersebut. Hapus kalimat yang berulang atau tidak relevan yang tidak memberi nilai tambah.

Kemudian, carilah kejelasan dan gaya. Ganti kata-kata rumit dengan alternatif yang lebih sederhana untuk menjaga keterbacaan. Jaga nada bicara Anda tetap konsisten di seluruh makalah. Sesuaikan panjang dan struktur kalimat untuk meningkatkan alur dan membuatnya lebih menarik.

Koreksi cetakan percobaan

Proofreading dilakukan setelah pengeditan. Fokusnya di sini adalah menangkap kesalahan pengetikan, kesalahan tata bahasa, dan format yang tidak konsisten. Yang terbaik adalah mengoreksi dengan pandangan yang segar, jadi pertimbangkan untuk istirahat sebelum langkah ini.

Gunakan alat seperti pemeriksa ejaan, tetapi jangan hanya mengandalkan alat tersebut. Bacalah esai Anda dengan lantang atau mintalah orang lain mengulasnya. Mendengar kata-katanya dapat membantu Anda menangkap kesalahan yang mungkin Anda lewatkan.

Terakhir, periksa kesalahan tanda baca dan pastikan semua kutipan dan referensi diformat sesuai dengan gaya akademik yang disyaratkan. Hal ini dan semua hal di atas adalah area di mana AI dapat membantu menyelesaikan pekerjaan dengan cepat dan tepat.

Mengapa Anda Mungkin Perlu Mempersingkat Esai Anda

Pernah mendengar ungkapan “less is more”? Kalau soal penulisan akademis, biasanya begitu. Menjaga esai Anda tetap ringkas menawarkan beberapa manfaat:

• Meningkatkan kejelasan : Esai yang lebih pendek memaksa Anda untuk fokus pada poin utama dan argumen kritis, sehingga mengurangi risiko keluar topik. Kejelasan ini membuat tulisan Anda lebih berdampak dan mudah diikuti pembaca.
• Memenuhi batas kata : Banyak tugas akademik yang memiliki jumlah kata maksimal. Belajar mengekspresikan pikiran Anda secara ringkas membantu Anda tetap berada dalam batasan ini tanpa mengorbankan konten penting.
• Menghemat waktu : Bagi penulis dan pembaca, esai yang lebih pendek membutuhkan waktu lebih sedikit untuk ditulis, direvisi, dan dibaca. Efisiensi ini sangat berharga dalam lingkungan akademis dimana waktu biasanya terbatas.
• Meningkatkan keterlibatan : Pembaca cenderung tetap tertarik dengan dokumen yang langsung pada intinya dengan cepat. Teks yang panjang dapat menghalangi pembaca, terutama jika konten tersebut memiliki kata-kata yang tidak perlu atau poin-poin yang mubazir.
• Meningkatkan keterampilan menulis : Memperpendek esai membantu menyempurnakan keterampilan menulis Anda. Anda menjadi lebih baik dalam mengidentifikasi dan menghilangkan kesalahan, dengan berfokus pada apa yang benar-benar memberi nilai tambah pada makalah Anda.

Secara keseluruhan, menerapkan gaya penulisan yang lebih ringkas membantu Anda memenuhi persyaratan akademis dan memoles keterampilan komunikasi Anda.

Mengapa Menggunakan Smodin Untuk Mempersingkat Esai

Menggunakan platform bertenaga AI seperti Smodin untuk mempersingkat esai Anda adalah metode paling sederhana dan paling tidak memakan waktu. Inilah mengapa Anda mungkin harus menjadikan Smodin sebagai penyingkat esai Anda:

• Efisiensi : Smodin memudahkan proses pengeditan, menggunakan algoritma canggih untuk dengan cepat mengidentifikasi area di mana konten dapat diringkas tanpa kehilangan makna.
• Ketepatan : Dengan AI-nya yang kuat, Smodin memastikan esensi esai Anda tetap utuh sekaligus menghilangkan kata-kata yang tidak perlu, membuat tulisan Anda lebih tepat.
• Mudah digunakan : Smodin mudah digunakan, sehingga dapat diakses bahkan oleh mereka yang tidak terlalu paham teknologi. Antarmukanya yang mudah dipahami memungkinkan navigasi dan pengoperasian yang lancar.

persembahan Smodin

• Penulis ulang : Tersedia dalam lebih dari 50 bahasa, alat ini membantu menulis ulang teks menjadi lebih ringkas.
• Penulis Artikel : Membantu menyusun artikel yang tajam dan to the point.
• Plagiarisme dan Kutipan Otomatis : Memastikan esai Anda asli dan dikutip dengan benar, yang merupakan hal penting dalam penulisan akademis.
• Deteksi Bahasa : Mengidentifikasi bahasa teks, memastikan penyesuaian yang tepat dilakukan untuk kejelasan.

Semua alat ini dan banyak lagi yang menjadikan Smodin pilihan tepat bagi akademisi yang ingin mempersingkat panjang esai mereka.

Final Thoughts

Jumlah kata bisa sangat memusingkan, terutama ketika Anda perlu mengatakan banyak hal dengan sedikit kata. Untungnya, dengan mengidentifikasi kata-kata yang tidak perlu, memperketat kalimat, dan menggunakan alat seperti Smodin, Anda dapat membuat esai Anda ringkas tanpa kehilangan maknanya. Ingat, esai yang lebih pendek tidak hanya memenuhi batasan kata; dan jelas, lebih menarik, dan lebih mungkin membuat pembaca Anda tetap terlibat.

Tetap singkat, tetap manis, dan buat setiap kata berarti! Memulai secara gratis sekarang dengan Smodin.

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• Published: 08 May 2024

Accurate structure prediction of biomolecular interactions with AlphaFold 3

• Josh Abramson   ORCID: orcid.org/0009-0000-3496-6952 1   na1 ,
• Jonas Adler   ORCID: orcid.org/0000-0001-9928-3407 1   na1 ,
• Jack Dunger 1   na1 ,
• Richard Evans   ORCID: orcid.org/0000-0003-4675-8469 1   na1 ,
• Tim Green   ORCID: orcid.org/0000-0002-3227-1505 1   na1 ,
• Alexander Pritzel   ORCID: orcid.org/0000-0002-4233-9040 1   na1 ,
• Olaf Ronneberger   ORCID: orcid.org/0000-0002-4266-1515 1   na1 ,
• Lindsay Willmore   ORCID: orcid.org/0000-0003-4314-0778 1   na1 ,
• Andrew J. Ballard   ORCID: orcid.org/0000-0003-4956-5304 1 ,
• Joshua Bambrick   ORCID: orcid.org/0009-0003-3908-0722 2 ,
• Sebastian W. Bodenstein 1 ,
• David A. Evans 1 ,
• Chia-Chun Hung   ORCID: orcid.org/0000-0002-5264-9165 2 ,
• Michael O’Neill 1 ,
• David Reiman   ORCID: orcid.org/0000-0002-1605-7197 1 ,
• Kathryn Tunyasuvunakool   ORCID: orcid.org/0000-0002-8594-1074 1 ,
• Zachary Wu   ORCID: orcid.org/0000-0003-2429-9812 1 ,
• Akvilė Žemgulytė 1 ,
• Eirini Arvaniti 3 ,
• Charles Beattie   ORCID: orcid.org/0000-0003-1840-054X 3 ,
• Ottavia Bertolli   ORCID: orcid.org/0000-0001-8578-3216 3 ,
• Alex Bridgland 3 ,
• Alexey Cherepanov   ORCID: orcid.org/0000-0002-5227-0622 4 ,
• Miles Congreve 4 ,
• Alexander I. Cowen-Rivers 3 ,
• Andrew Cowie   ORCID: orcid.org/0000-0002-4491-1434 3 ,
• Michael Figurnov   ORCID: orcid.org/0000-0003-1386-8741 3 ,
• Fabian B. Fuchs 3 ,
• Hannah Gladman 3 ,
• Rishub Jain 3 ,
• Yousuf A. Khan   ORCID: orcid.org/0000-0003-0201-2796 3 ,
• Caroline M. R. Low 4 ,
• Kuba Perlin 3 ,
• Anna Potapenko 3 ,
• Pascal Savy 4 ,
• Sukhdeep Singh 3 ,
• Adrian Stecula   ORCID: orcid.org/0000-0001-6914-6743 4 ,
• Ashok Thillaisundaram 3 ,
• Catherine Tong   ORCID: orcid.org/0000-0001-7570-4801 4 ,
• Sergei Yakneen   ORCID: orcid.org/0000-0001-7827-9839 4 ,
• Ellen D. Zhong   ORCID: orcid.org/0000-0001-6345-1907 3 ,
• Michal Zielinski 3 ,
• Augustin Žídek   ORCID: orcid.org/0000-0002-0748-9684 3 ,
• Victor Bapst 1   na2 ,
• Pushmeet Kohli   ORCID: orcid.org/0000-0002-7466-7997 1   na2 ,
• Max Jaderberg   ORCID: orcid.org/0000-0002-9033-2695 2   na2 ,
• Demis Hassabis   ORCID: orcid.org/0000-0003-2812-9917 1 , 2   na2 &
• John M. Jumper   ORCID: orcid.org/0000-0001-6169-6580 1   na2  

Nature ( 2024 ) Cite this article

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We are providing an unedited version of this manuscript to give early access to its findings. Before final publication, the manuscript will undergo further editing. Please note there may be errors present which affect the content, and all legal disclaimers apply.

• Drug discovery
• Machine learning
• Protein structure predictions
• Structural biology

The introduction of AlphaFold 2 1 has spurred a revolution in modelling the structure of proteins and their interactions, enabling a huge range of applications in protein modelling and design 2–6 . In this paper, we describe our AlphaFold 3 model with a substantially updated diffusion-based architecture, which is capable of joint structure prediction of complexes including proteins, nucleic acids, small molecules, ions, and modified residues. The new AlphaFold model demonstrates significantly improved accuracy over many previous specialised tools: far greater accuracy on protein-ligand interactions than state of the art docking tools, much higher accuracy on protein-nucleic acid interactions than nucleic-acid-specific predictors, and significantly higher antibody-antigen prediction accuracy than AlphaFold-Multimer v2.3 7,8 . Together these results show that high accuracy modelling across biomolecular space is possible within a single unified deep learning framework.

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Author information.

These authors contributed equally: Josh Abramson, Jonas Adler, Jack Dunger, Richard Evans, Tim Green, Alexander Pritzel, Olaf Ronneberger, Lindsay Willmore

These authors jointly supervised this work: Victor Bapst, Pushmeet Kohli, Max Jaderberg, Demis Hassabis, John M. Jumper

Authors and Affiliations

Core Contributor, Google DeepMind, London, UK

Josh Abramson, Jonas Adler, Jack Dunger, Richard Evans, Tim Green, Alexander Pritzel, Olaf Ronneberger, Lindsay Willmore, Andrew J. Ballard, Sebastian W. Bodenstein, David A. Evans, Michael O’Neill, David Reiman, Kathryn Tunyasuvunakool, Zachary Wu, Akvilė Žemgulytė, Victor Bapst, Pushmeet Kohli, Demis Hassabis & John M. Jumper

Core Contributor, Isomorphic Labs, London, UK

Joshua Bambrick, Chia-Chun Hung, Max Jaderberg & Demis Hassabis

Google DeepMind, London, UK

Eirini Arvaniti, Charles Beattie, Ottavia Bertolli, Alex Bridgland, Alexander I. Cowen-Rivers, Andrew Cowie, Michael Figurnov, Fabian B. Fuchs, Hannah Gladman, Rishub Jain, Yousuf A. Khan, Kuba Perlin, Anna Potapenko, Sukhdeep Singh, Ashok Thillaisundaram, Ellen D. Zhong, Michal Zielinski & Augustin Žídek

Isomorphic Labs, London, UK

Alexey Cherepanov, Miles Congreve, Caroline M. R. Low, Pascal Savy, Adrian Stecula, Catherine Tong & Sergei Yakneen

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Corresponding authors

Correspondence to Max Jaderberg , Demis Hassabis or John M. Jumper .

Supplementary information

Supplementary information.

This Supplementary Information file contains the following 9 sections: (1) Notation; (2) Data pipeline; (3) Model architecture; (4) Auxiliary heads; (5) Training and inference; (6) Evaluation; (7) Differences to AlphaFold2 and AlphaFold-Multimer; (8) Supplemental Results; and (9) Appendix: CCD Code and PDB ID tables.

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Abramson, J., Adler, J., Dunger, J. et al. Accurate structure prediction of biomolecular interactions with AlphaFold 3. Nature (2024). https://doi.org/10.1038/s41586-024-07487-w

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Received : 19 December 2023

Accepted : 29 April 2024

Published : 08 May 2024

DOI : https://doi.org/10.1038/s41586-024-07487-w

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