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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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Essay Introduction Examples

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Written by  Scribendi

Always have a road map for an essay introduction . Having a strong essay introduction structure is critical to a successful paper. It sets the tone for the reader and interests them in your work. It also tells them what the essay is about and why they should read it at all.

It shouldn't leave the reader confused with a cliffhanger at the end. Instead, it should generate interest and guide the reader to Chapter One. Using the right parts of an essay introduction can help with this.

Check out an effective essay introduction structure below. It’s a road map for writing an essay—just like the parts of essay introductions are road maps for readers.

Essay Introduction Structure

Attention-grabbing start

Outline of argument

Thesis statement

Some academics find the beginning the most difficult part of writing an essay , so our editors have created some examples of good essay introductions to guide you. Let's take a look at the samples below to see how the essay introduction structures come together. 

If you are unsure about your paper, our essay editors would love to give you some feedback on how to write an essay introduction. 

[1] According to Paul Ratsmith, the tenuous but nonetheless important relationship between pumpkins and rats is little understood: "While I've always been fascinated by this natural kinship, the connection between pumpkins and rats has been the subject of few, if any, other studies" (2008). [2] Ratsmith has been studying this connection, something he coined "pumpkinology," since the early 1990s. He is most well known for documenting the three years he spent living in the wild among pumpkins and rats. [3] Though it is a topic of little recent interest, the relationship has been noted in several ancient texts and seems to have been well understood by the Romans. Critics of Ratsmith have cited poor science and questionable methodology when dismissing his results, going so far as to call pumpkinology "rubbish" (de Vil, 2009), "stupid" (Claw, 2010), and "quite possibly made up" (Igthorn, 2009). [4] Despite these criticisms, there does appear to be a strong correlation between pumpkin patches and rat populations, with Ratsmith documenting numerous pumpkin–rat colonies across North America, leading to the conclusion that pumpkins and rats are indeed "nature's best friends" (2008).

Let's break down this example of a good essay introduction structure. The beginning hooks our attention from the get-go in section one. This is because it piques our curiosity. What is this strange relationship? Why has no one studied it? Then, section two gives us context for the topic. Ratsmith is an expert in a controversial field: pumpkinology. It's the study of the connection between pumpkins and rats. 

The second half of the paragraph also demonstrates why this is a good essay introduction example. Section three gives us the main argument: the topic is rarely studied because critics think Ratsmith's work is "rubbish," but the relationship between pumpkins and rats has ancient roots. Then section four gives us the thesis statement: Ratsmith's work has some merit.

The parts of an essay introduction help us chart a course through the topic. We know the paper will take us on a journey. It's all because the author practiced how to write an essay introduction. 

Let’s take a look at another example of a good essay introduction.

[1] Societies have long believed that if a black cat crosses one's path, one might have bad luck—but it wasn't until King Charles I's black cat died that the ruler's bad luck began (Pemberton, 2018). [2] Indeed, for centuries, black cats have been seen as the familiars of witches—as demonic associates of Satan who disrespect authority (Yuko, 2021). Yet, they have also been associated with good luck, from England's rulers to long-distance sailors (Cole, 2021). [3] This essay shows how outdated the bad luck superstition really is. It provides a comprehensive history of the belief and then provides proof that this superstition has no place in today's modern society. [4] It argues that despite the prevailing belief that animals cause bad luck, black cats often bring what seems to be "good luck" and deserve a new reputation.

This example of a good essay introduction pulls us in right away. This is because section one provides an interesting fact about King Charles I. What is the story there, and what bad luck did he experience after his cat passed away? Then, section two provides us with general information about the current status of black cats. We understand the context of the essay and why the topic is controversial.

Section three then gives us a road map that leads us through the main arguments. Finally, section four gives us the essay's thesis: "black cats often bring what seems to be 'good luck' and deserve a new reputation."

Still feeling unsure about how to write an essay introduction? Here's another example using the essay introduction structure we discussed earlier.

[1] When the Lutz family moved into a new house in Amityville, New York, they found themselves terrorized by a vengeful ghost (Labianca, 2021). Since then, their famous tale has been debunked by scientists and the family themselves (Smith, 2005). [2] Yet ghost stories have gripped human consciousness for centuries (History, 2009). Scientists, researchers, and theorists alike have argued whether ghosts are simply figments of the imagination or real things that go bump in the night. In considering this question, many scientists have stated that ghosts may actually exist. [3] Lindley (2017) believes the answer may be in the quantum world, which "just doesn’t work the way the world around us works," but "we don’t really have the concepts to deal with it." Scientific studies on the existence of ghosts date back hundreds of years (History, 2009), and technology has undergone a vast evolution since then (Lamey, 2018). State-of-the-art tools and concepts can now reveal more about ghosts than we've ever known (Kane, 2015). [4] This essay uses these tools to provide definitive proof of the existence of ghosts in the quantum realm. 

This example of a good essay introduction uses a slightly different strategy than the others. To hook the reader, it begins with an interesting anecdote related to the topic. That pulls us in, making us wonder what really happened to the Lutzs. Then, section two provides us with some background information about the topic to help us understand. Many people believe ghosts aren't real, but some scientists think they are.

This immediately flows into section three, which charts a course through the main arguments the essay will make. Finally, it ends with the essay's thesis: there is definitive proof of the existence of ghosts in the quantum realm. It all works because the author used the parts of an essay introduction well.

For attention-grabbing introductions, an understanding of essay introduction structure and how to write an essay introduction is required.

Our essay introduction examples showing the parts of an essay introduction will help you craft the beginning paragraph you need to start your writing journey on the right foot.

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Introductions

What this handout is about.

This handout will explain the functions of introductions, offer strategies for creating effective introductions, and provide some examples of less effective introductions to avoid.

The role of introductions

Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment; these sections, therefore, may not be as hard to write. And it’s fine to write them first! But in your final draft, these middle parts of the paper can’t just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.

Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis. If your readers pick up your paper about education in the autobiography of Frederick Douglass, for example, they need a transition to help them leave behind the world of Chapel Hill, television, e-mail, and The Daily Tar Heel and to help them temporarily enter the world of nineteenth-century American slavery. By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you give your readers the tools they need to get into your topic and care about what you are saying. Similarly, once you’ve hooked your readers with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. (See our handout on conclusions .)

Note that what constitutes a good introduction may vary widely based on the kind of paper you are writing and the academic discipline in which you are writing it. If you are uncertain what kind of introduction is expected, ask your instructor.

Why bother writing a good introduction?

You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. A vague, disorganized, error-filled, off-the-wall, or boring introduction will probably create a negative impression. On the other hand, a concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper.

Your introduction is an important road map for the rest of your paper. Your introduction conveys a lot of information to your readers. You can let them know what your topic is, why it is important, and how you plan to proceed with your discussion. In many academic disciplines, your introduction should contain a thesis that will assert your main argument. Your introduction should also give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.

Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers’ interest, making them want to read the rest of your paper. Opening with a compelling story, an interesting question, or a vivid example can get your readers to see why your topic matters and serve as an invitation for them to join you for an engaging intellectual conversation (remember, though, that these strategies may not be suitable for all papers and disciplines).

Strategies for writing an effective introduction

Start by thinking about the question (or questions) you are trying to answer. Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will likely be included in your introduction, so it is a good idea to use the question as a jumping off point. Imagine that you are assigned the following question:

Drawing on the Narrative of the Life of Frederick Douglass , discuss the relationship between education and slavery in 19th-century America. Consider the following: How did white control of education reinforce slavery? How did Douglass and other enslaved African Americans view education while they endured slavery? And what role did education play in the acquisition of freedom? Most importantly, consider the degree to which education was or was not a major force for social change with regard to slavery.

You will probably refer back to your assignment extensively as you prepare your complete essay, and the prompt itself can also give you some clues about how to approach the introduction. Notice that it starts with a broad statement and then narrows to focus on specific questions from the book. One strategy might be to use a similar model in your own introduction—start off with a big picture sentence or two and then focus in on the details of your argument about Douglass. Of course, a different approach could also be very successful, but looking at the way the professor set up the question can sometimes give you some ideas for how you might answer it. (See our handout on understanding assignments for additional information on the hidden clues in assignments.)

Decide how general or broad your opening should be. Keep in mind that even a “big picture” opening needs to be clearly related to your topic; an opening sentence that said “Human beings, more than any other creatures on earth, are capable of learning” would be too broad for our sample assignment about slavery and education. If you have ever used Google Maps or similar programs, that experience can provide a helpful way of thinking about how broad your opening should be. Imagine that you’re researching Chapel Hill. If what you want to find out is whether Chapel Hill is at roughly the same latitude as Rome, it might make sense to hit that little “minus” sign on the online map until it has zoomed all the way out and you can see the whole globe. If you’re trying to figure out how to get from Chapel Hill to Wrightsville Beach, it might make more sense to zoom in to the level where you can see most of North Carolina (but not the rest of the world, or even the rest of the United States). And if you are looking for the intersection of Ridge Road and Manning Drive so that you can find the Writing Center’s main office, you may need to zoom all the way in. The question you are asking determines how “broad” your view should be. In the sample assignment above, the questions are probably at the “state” or “city” level of generality. When writing, you need to place your ideas in context—but that context doesn’t generally have to be as big as the whole galaxy!

Try writing your introduction last. You may think that you have to write your introduction first, but that isn’t necessarily true, and it isn’t always the most effective way to craft a good introduction. You may find that you don’t know precisely what you are going to argue at the beginning of the writing process. It is perfectly fine to start out thinking that you want to argue a particular point but wind up arguing something slightly or even dramatically different by the time you’ve written most of the paper. The writing process can be an important way to organize your ideas, think through complicated issues, refine your thoughts, and develop a sophisticated argument. However, an introduction written at the beginning of that discovery process will not necessarily reflect what you wind up with at the end. You will need to revise your paper to make sure that the introduction, all of the evidence, and the conclusion reflect the argument you intend. Sometimes it’s easiest to just write up all of your evidence first and then write the introduction last—that way you can be sure that the introduction will match the body of the paper.

Don’t be afraid to write a tentative introduction first and then change it later. Some people find that they need to write some kind of introduction in order to get the writing process started. That’s fine, but if you are one of those people, be sure to return to your initial introduction later and rewrite if necessary.

Open with something that will draw readers in. Consider these options (remembering that they may not be suitable for all kinds of papers):

• an intriguing example —for example, Douglass writes about a mistress who initially teaches him but then ceases her instruction as she learns more about slavery.
• a provocative quotation that is closely related to your argument —for example, Douglass writes that “education and slavery were incompatible with each other.” (Quotes from famous people, inspirational quotes, etc. may not work well for an academic paper; in this example, the quote is from the author himself.)
• a puzzling scenario —for example, Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.
• a vivid and perhaps unexpected anecdote —for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”
• a thought-provoking question —for example, given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy?

Pay special attention to your first sentence. Start off on the right foot with your readers by making sure that the first sentence actually says something useful and that it does so in an interesting and polished way.

How to evaluate your introduction draft

Ask a friend to read your introduction and then tell you what they expect the paper will discuss, what kinds of evidence the paper will use, and what the tone of the paper will be. If your friend is able to predict the rest of your paper accurately, you probably have a good introduction.

Five kinds of less effective introductions

1. The placeholder introduction. When you don’t have much to say on a given topic, it is easy to create this kind of introduction. Essentially, this kind of weaker introduction contains several sentences that are vague and don’t really say much. They exist just to take up the “introduction space” in your paper. If you had something more effective to say, you would probably say it, but in the meantime this paragraph is just a place holder.

Example: Slavery was one of the greatest tragedies in American history. There were many different aspects of slavery. Each created different kinds of problems for enslaved people.

2. The restated question introduction. Restating the question can sometimes be an effective strategy, but it can be easy to stop at JUST restating the question instead of offering a more specific, interesting introduction to your paper. The professor or teaching assistant wrote your question and will be reading many essays in response to it—they do not need to read a whole paragraph that simply restates the question.

Example: The Narrative of the Life of Frederick Douglass discusses the relationship between education and slavery in 19th century America, showing how white control of education reinforced slavery and how Douglass and other enslaved African Americans viewed education while they endured. Moreover, the book discusses the role that education played in the acquisition of freedom. Education was a major force for social change with regard to slavery.

3. The Webster’s Dictionary introduction. This introduction begins by giving the dictionary definition of one or more of the words in the assigned question. Anyone can look a word up in the dictionary and copy down what Webster says. If you want to open with a discussion of an important term, it may be far more interesting for you (and your reader) if you develop your own definition of the term in the specific context of your class and assignment. You may also be able to use a definition from one of the sources you’ve been reading for class. Also recognize that the dictionary is also not a particularly authoritative work—it doesn’t take into account the context of your course and doesn’t offer particularly detailed information. If you feel that you must seek out an authority, try to find one that is very relevant and specific. Perhaps a quotation from a source reading might prove better? Dictionary introductions are also ineffective simply because they are so overused. Instructors may see a great many papers that begin in this way, greatly decreasing the dramatic impact that any one of those papers will have.

Example: Webster’s dictionary defines slavery as “the state of being a slave,” as “the practice of owning slaves,” and as “a condition of hard work and subjection.”

4. The “dawn of man” introduction. This kind of introduction generally makes broad, sweeping statements about the relevance of this topic since the beginning of time, throughout the world, etc. It is usually very general (similar to the placeholder introduction) and fails to connect to the thesis. It may employ cliches—the phrases “the dawn of man” and “throughout human history” are examples, and it’s hard to imagine a time when starting with one of these would work. Instructors often find them extremely annoying.

Example: Since the dawn of man, slavery has been a problem in human history.

5. The book report introduction. This introduction is what you had to do for your elementary school book reports. It gives the name and author of the book you are writing about, tells what the book is about, and offers other basic facts about the book. You might resort to this sort of introduction when you are trying to fill space because it’s a familiar, comfortable format. It is ineffective because it offers details that your reader probably already knows and that are irrelevant to the thesis.

Example: Frederick Douglass wrote his autobiography, Narrative of the Life of Frederick Douglass, An American Slave , in the 1840s. It was published in 1986 by Penguin Books. In it, he tells the story of his life.

And now for the conclusion…

Writing an effective introduction can be tough. Try playing around with several different options and choose the one that ends up sounding best to you!

Just as your introduction helps readers make the transition to your topic, your conclusion needs to help them return to their daily lives–but with a lasting sense of how what they have just read is useful or meaningful. Check out our handout on  conclusions for tips on ending your paper as effectively as you began it!

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself . New York: Dover.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• If you are writing in a new discipline, you should always make sure to ask about conventions and expectations for introductions, just as you would for any other aspect of the essay. For example, while it may be acceptable to write a two-paragraph (or longer) introduction for your papers in some courses, instructors in other disciplines, such as those in some Government courses, may expect a shorter introduction that includes a preview of the argument that will follow.  
• In some disciplines (Government, Economics, and others), it’s common to offer an overview in the introduction of what points you will make in your essay. In other disciplines, you will not be expected to provide this overview in your introduction.  
• Avoid writing a very general opening sentence. While it may be true that “Since the dawn of time, people have been telling love stories,” it won’t help you explain what’s interesting about your topic.  
• Avoid writing a “funnel” introduction in which you begin with a very broad statement about a topic and move to a narrow statement about that topic. Broad generalizations about a topic will not add to your readers’ understanding of your specific essay topic.  
• Avoid beginning with a dictionary definition of a term or concept you will be writing about. If the concept is complicated or unfamiliar to your readers, you will need to define it in detail later in your essay. If it’s not complicated, you can assume your readers already know the definition.  
• Avoid offering too much detail in your introduction that a reader could better understand later in the paper.
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Essay writing: Introductions

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“A relevant and coherent beginning is perhaps your best single guarantee that the essay as a whole will achieve its object.” Gordon Taylor, A Student's Writing Guide

Your introduction is the first thing your marker will read and should be approximately 10% of your word count. Within the first minute they should know if your essay is going to be a good one or not. An introduction has several components but the most important of these are the last two we give here. You need to show the reader what your position is and how you are going to argue the case to get there so that the essay becomes your answer to the question rather than just an answer.

What an introduction should include:

• A little basic background about the key subject area (just enough to put your essay into context, no more or you'll bore the reader).
• Explanation of how you are defining any key terms . Confusion on this could be your undoing.
• A road-map of how your essay will answer the question. What is your overall argument and how will you develop it?
• A confirmation of your position .

Background information

It is good to start with a statement that fixes your essay topic and focus in a wider context so that the reader is sure of where they are within the field. This is a very small part of the introduction though - do not fall into the trap of writing a whole paragraph that is nothing but background information.

Beware though, this only has to be a little bit wider, not completely universal. That is, do not start with something like "In the whole field of nursing...." or "Since man could write, he has always...". Instead, simply situate the area that you are writing about within a slightly bigger area. For example, you could start with a general statement about a topic, outlining some key issues but explain that your essay will focus on only one. Here is an example:

The ability to communicate effectively and compassionately is a key skill within nursing. Communication is about more than being able to speak confidently and clearly, it is about effective listening (Singh, 2019), the use of gesture, body language and tone (Adebe et al., 2016) and the ability to tailor language and messaging to particular situations (Smith & Jones, 2015). This essay will explore the importance of non-verbal communication ...

The example introduction at the bottom of this page also starts with similar, short background information.

Defining key terms

This does not mean quoting dictionary definitions - we all have access to dictionary.com with a click or two. There are many words we use in academic work that can have multiple or nuanced definitions. You have to write about how you are defining any potentially ambiguous terms in relation to  your  essay topic. This is really important for your reader, as it will inform them how you are using such words in the context of your essay and prevent confusion or misunderstanding.

Stating your case (road mapping)

The main thing an introduction will do is...introduce your essay! That means you need to tell the reader what your conclusion is and how you will get there.

There is no need to worry about *SPOILER ALERTS* - this is not a detective novel you can give away the ending! Sorry, but building up suspense is just going to irritate the reader rather than eventually satisfy. Simply outline how your main arguments (give them in order) lead to your conclusion. In American essay guides you will see something described as the ‘thesis statement’ - although we don't use this terminology in the UK, it is still necessary to state in your introduction what the over-arching argument of your essay will be. Think of it as the mega-argument , to distinguish it from the mini-arguments you make in each paragraph. Look at the example introduction at the bottom of this page which includes both of these elements.

Confirming your position

To some extent, this is covered in your roadmap (above), but it is so important, it deserves some additional attention here. Setting out your position is an essential component of all essays. Brick et al. (2016:143) even suggest

"The purpose of an essay is to present a clear position and defend it"

It is, however, very difficult to defend a position if you have not made it clear in the first place. This is where your introduction comes in. In stating your position, you are ultimately outlining the answer to the question. You can then make the rest of your essay about providing the evidence that supports your answer. As such, if you make your position clear, you will find all subsequent paragraphs in your essay easier to write and join together. As you have already told your reader where the essay is going, you can be explicit in how each paragraph contributes to your mega-argument.

In establishing your position and defending it, you are ultimately engaging in scholarly debate. This is because your positions are supported by academic evidence and analysis. It is in your analysis of the academic evidence that should lead your reader to understand your position. Once again - this is only possible if your introduction has explained your position in the first place.

An example introduction

(Essay title = Evaluate the role of stories as pedagogical tools in higher education)

Stories have been an essential communication technique for thousands of years and although teachers and parents still think they are important for educating younger children, they have been restricted to the role of entertainment for most of us since our teenage years. This essay will claim that stories make ideal pedagogical tools, whatever the age of the student, due to their unique position in cultural and cognitive development. To argue this, it will consider three main areas: firstly, the prevalence of stories across time and cultures and how the similarity of story structure suggests an inherent understanding of their form which could be of use to academics teaching multicultural cohorts when organising lecture material; secondly, the power of stories to enable listeners to personally relate to the content and how this increases the likelihood of changing thoughts, behaviours and decisions - a concept that has not gone unnoticed in some fields, both professional and academic; and finally, the way that different areas of the brain are activated when reading, listening to or watching a story unfold, which suggests that both understanding and ease of recall, two key components of learning, are both likely to be increased . Each of these alone could make a reasoned argument for including more stories within higher education teaching – taken together, this argument is even more compelling.

Key:   Background information (scene setting)   Stating the case (r oad map)    Confirming a position (in two places). Note in this introduction there was no need to define key terms.

Brick, J., Herke, M., and Wong, D., (2016) Academic Culture, A students guide to studying at university, 3rd edition. Victoria, Australia: Palgrave Macmillan.

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How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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2.8: Model Essay 3

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First Name Last Name

Professor Name

Course Name and Number

Day Month Year

Don’t Expel Them

I. Introduction

Background Information:____________________________________________

________________________________________________________________

Thesis Statement: _________________________________________________

First, students who cheat should be given a chance to learn from their mistakes. Everyone makes mistakes. Humans are not perfect and go through their whole lives making mistakes. Even the Pope has to apologize sometimes. Also, school is a place for learning. Teachers are not only responsible for teaching their subject material, but they are also responsible for teaching students how to be good people. Therefore, it is important that they teach life lessons because students spend most of their time in the classroom. Furthermore, if students learn a lesson, they won’t repeat the mistake. Expelling students without teaching them a lesson makes it likely that they will cheat again. They have developed a bad habit and have not learned any other way of getting by. It would be better to teach them a lesson.

Another reason that students should not be expelled is that getting expelled will ruin the student’s life. For one thing, he may have trouble getting into another school. This could result in his not being able to graduate or get a degree since other schools will not want to accept him. The student could also have trouble getting a job. If a person isn’t able to get a degree, he cannot get a good-paying job. If he continues cheating throughout life because he didn’t learn the lesson not to, he may cheat in his work too, making employers not want to hire him. In addition, a person who is expelled from school will probably have other problems too. His self-worth will suffer, and he will see himself as a failure. As a result, he may have trouble in relationships or have emotional problems. It is not worth ruining someone’s life for making a mistake.

Finally, the seriousness of cheating is not the same in all cultures. Americans value individualism and honesty. Children are taught from a young age to work hard and do their own work. Even though some American children still cheat in school, it is a very embarrassing and shameful thing to be caught cheating. That makes most American students not interested in cheating. On the other hand, not all cultures share this attitude about cheating. In China, for example, students are taught to help each other and not be too proud. It’s common for classmates to share answers with each other and not get in trouble for it. It is not fair to punish students from other countries when they cheat in American classrooms. They may not know the American value of doing one’s own work, or they may not even be aware of it. Because there are different views on cheating, students should not be expelled for making this mistake.

V. ​​Conclusion:

Restate Thesis: ___________________________________________________

Final remarks:____________________________________________________

Questions about Model Essay 3

• What is the topic of this essay?
• What are its subtopics? Write each subtopic in the outline below.
• Write an appropriate thesis statement for this essay:

Fill in the following outline and write a suitable introduction for this essay titled Don’t Expel Them. Make sure it is at least 5-8 sentences. Start with a title, indent the first sentence, and use academic format.

Background Information

Thesis Statement:___________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Subtopic 1: _______________________________________________

Subtopic 2: _______________________________________________

Subtopic 3: _______________________________________________

Choose Your Test

Sat / act prep online guides and tips, 3 strong argumentative essay examples, analyzed.

General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Perfecting The Introduction: How to Write Every GCSE English Literature Introduction

If you enjoy this blog post, then you’ll love my new book Experiencing English Literature . With dedicated chapters on teaching novels, plays and poetry as well as teaching generative writing, sentence-stems and essay structure, it is filled with actionable strategies ready for the classroom.

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I like to spend a lot of time explicitly teaching, modelling, and rehearsing with students finely crafted introductions. I do this for each of the questions we face as part of AQA GCSE English Literature. By the time of the exam, students should be able to produce a really precise and confident introduction for any question they are asked, which then sets up the rest of the essay. But their ability to do this is the product of a lot of guidance and explicit instruction.

In this post, I’ll take you through each of these introductions, what they look like, and how they work. But, first, a question: Why place such a high premium on writing essay introductions?

Why Focus on Introductions?

1. Introductions create the argumentative groove for the whole essay. As such, they are vital. Here’s how I explain this to students. I ask them to imagine writing an essay is like bowling (bear with me). We want to release the ball with precision and force. It should carry itself along a planned trajectory, not deviating from this track. As it rolls, it should gather momentum until, with a satisfying thwack, it smashes into the pins. If we release too early or if we release in a clumsy fashion, none of this will happen. The ball will skittle off into the gutter. Our introduction is that moment of releasing the ball and if we get it just right then the ball will hurtle towards a strike. The argument we craft is the route that the ball takes, always deliberate, carrying itself to exactly where we want it to land. The introduction, I say, is the crucial moment that determines the future success of our essay before we have even written it.

2. Getting the introduction right with lots of modelling and scaffolding also serves, I’ve found, a psychological function. Exams, understandably, can be very stressful experiences. Getting into the ‘zone’ if you are already stressed can be even more difficult. I’ve found those first 5 minutes of any new essay to be absolutely central to settling students into the rhythm of the exam. Once they start writing often everything becomes a lot easier. So, helping students to take care of that first 5 minutes of writing (in other words the introduction) can have a significant benefit to the rest of the essay. My aim is for each student to have a clear and well-rehearsed schematic for how to approach the introduction for each question so that those first 5 minutes of writing are as seamless and easy as possible. But, of course getting to that point doesn’t happen by accident or automatically.

3. Finally, there is another psychological benefit, but this time to the examiner. A typical examiner might have 300 scripts to mark in one examination cycle, which, if AQA, means 600 essays for Paper 1 or, if Paper 2, 900 essays. That’s a lot of essays! As such, they are incentivised to mark quickly. The introduction of any essay is going to shape their initial view of the kind of essay they are reading. Of course, they’ll continue to read and form a judgement about the whole piece, but, nonetheless, the introduction is going to help to establish an anticipated horizon of likelihood. If the introduction is amazing an assumption will be made they are reading a good essay. The rest of the essay now just needs to justify that first impression. However, if it’s a bad introduction the rest of the essay has a uphill battle of dislodging the first impression. Up hill is harder than down hill. We want down hill. We want the examiner to arrive at the end of the introduction thinking this is an excellent essay and then the essay can flow forwards from that initial presumption.

So there we have it: why spending time really rehearsing the introduction can pay dividends. But, what do they actually look like?

An Inspector Calls or The Modern Text

For this question, I follow a tripartite structure that looks like this:

1. All the characters are constructs that serve a function

2. How so, related to the question?

3. The text warns/challenges/subverts/attacks/critiques, as relevant to the question

I’ve yet to find a question where this basic structure doesn’t work perfectly.

Here’s an example:

How does Priestley explore the importance of social class in An Inspector Calls?

When considering the ways in which Priestley explores the importance of social class in An Inspector Calls, it is important first of all to stress all characters within the play are dramatic vehicles, representing the damage entranced social divisions can bring about. Mrs Birling, for example, is used to represents the kind of heinous class prejudice that might have been typical of Edwardian society whilst the Inspector, Priestley’s mouthpiece, embodies an emphatic rejection of this mentality. In this, Priestley seeks to pit one ideology against another, underlining the urgent need for equity and the dismantling of social barriers.

Whilst, as we’ll see in a moment, I do have other basic structures for the other questions, this one can also be used for most of the other questions, or at least the Shakespeare play and the nineteenth-century novel. It offers a really flexible and robust opening to any essay and can be pretty much endlessly recycled.

The Anthology Poetry

Again, we follow a tripartite structure, which looks like this:

1. Specify the chosen poem

2. Thematic similarity

3. Thematic difference

This is very straightforward but works excellently: name the second poem and then bring them together to offer one point of thematic similarity and one point of thematic difference.

Compare how poets present attitudes towards a broken relationship in Neutral Tones and one other poem

When considering how Hardy presents a broken relationship in Neutral Tones one also immediately think of Sheers’ Winter Swans. Both poems depict the deep pain that a broken relationship can cause, reflecting on the difficulties and emotional hardship this can create. However, whilst Hardy’s poem maintains a bitter tone throughout, Sheers concludes his with a sense of reconciliation, suggesting a broken relationship can be overcome.

The key thing here, I feel is to include no language analysis and to maintain a purely thematic overview. This instantly places the essay in the realm of the conceptual, offering an idea or point of view that will then help to drive the analysis forward.

Unseen Poetry

This one is a little bit cheating to include, since it doesn’t, by design, really have an introduction. Or, rather the introduction is a single sentence beginning with ‘Thematically speaking…’.

Here’s what it looks like in answer to this question about Island Man, how does the poet present the speaker’s feelings about home:

Thematically speaking, the poet presents the speaker’s feelings about his home as a vehicle through which to explore the way in which it shapes one’s identity and its deep emotional significance.

For this question, I used to recommend to students they they just dive straight in with an analysis of the poem. However, what I noticied is that the ensuing analysis seemed unmoored. It didn’t have any thematic direction. So, I tried to fix this by asking students to begin by explicitly addressing in the opening sentence their conceptual stance in regards to the question. This then provides a cue for the analysis itself, helping to ensure it is pinned to a wider understanding of the text.

The ‘thematically speaking’ element doesn’t really need to be there to achieve this, but it offers a useful prompt to help remind students the point of their introductory sentence is to root their response and subsequent analysis within a consideration of bigger ideas. Like all good sentence stems, it helps to cue up the thinking that is about to take place.

Macbeth and the Nineteenth-Century Novel

I’ve included these in the same section because I use exactly the same format for both introductions, given they both involve responding to an extract.

First, it’s useful to understand how I ask students to think about this question more generally. I explain whatever extract they’re given will be in some manner an important moment in the play. We need to think about this moment not in isolation but as a kind of pivot onto which the wider play, in some fashion, balances. We might think about how events in the play lead up to this moment or how subsequent events develop. But, the extract becomes a way into the play as a whole.

Here’s a graphic representation of this same idea that I use with when explaining this:

With this in mind, I introduction I advocate follows this format:

1. Express that the given extract is a pivotal moment within the wider play

2. How so? Does it instigate a chain of events within the play or is it the culmination of a chain of events?

3. How is this chain of events relevant to the question being posed?

And, here’s an example from Macbeth:

When considering how Shakespeare presents the character of Macbeth as ambitious one recognises this extract is a pivotal moment in the play. This is largely because the scene is the culmination of a chain of events in which Macbeth has increasingly displayed his almost aggressive ambition, leading to the murder of Banquo. Here, Macbeth is responding to the sight of Banquo at the banquet, suggestive of the violent consequences of his ambition and how it will haunt him.

This is a great way not only to write an introduction but also, more broadly, to encourage students to think about the relationship between the extract and the wider text for this kind of question.

I should also add, though, that the AIC style introduction does still work very well for this question too. And so if, for whatever reason, we wanted to avoid the chain of events style introduction, students could very easily repurpose the AIC one with still excellent results.

I suppose for a post on the introduction I could just leave it there. Who cares about conclusions, anyway?! Well, there is maybe ever so slightly some truth to this. Realistically, in the midst of a time-pressured and tiring exam, the conclusion will naturally get less attention. It also suffers from the law of diminishing returns where, in all likelihood, your mark has been more or less decided before we arrive at the conclusion. It probably isn’t going to add much. So, I do definitely spend less time rehearsing the conclusion.

Still, like now, there needs to be something. As a personal stylistic quirk, I suggest students conclude with the word ‘fundamentally’ (probably to do with that satisfying thwack I’m hoping to see) and that they cycle back to the initial claim they made. This will usually involve some variance of reiterating what the text is doing, whether warning, celebrating, challenging, admonishing, and so on.

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3 thoughts on “ perfecting the introduction: how to write every gcse english literature introduction ”.

• Pingback: Unseen poetry, sonnets, and important knowledge – Passing It On

thank you so much for making this it ha helped me so much your structure is incredible x

This is unbelievably helpful, thank you. My class are really struggling to create lines of argument, so providing them a structure really helps.

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