Paragraphs,What is a paragraph?
WebThe five-paragraph essay has three basic parts: introduction, body, and conclusion. The introduction is the first paragraph of the essay, and it serves several purposes. This Webby Bette Latta, Professor of English, University of Tennessee. [1] In recent years, many people have become increasingly aware of the need for physical fitness.*. Almost WebSep 15, · For example, if one paragraph is about the importance of wearing a helmet because they prevent head injuries, the following paragraph might build on that and ... read more
This improved appearance will provide confidence and favorably impress others. A worker who exercises should be able to complete a hour week and still have enough energy for mowing the grass, painting the garage, or cleaning window. Similarly, the student who goes to school, keeps house and perhaps works part time should accomplish tasks efficiently. Equally important, this stamina helps to ward off illnesses such as colds and influenza. Altogether, improved endurance is one of the most important benefits of a regular exercise program. The rewards, however, are fully worth the effort on an established exercise program that makes a person feel relaxed, look healthy, and have adequate strength for strenuous as well as routine activities.
This provides a satisfying sense of overall design and completeness, and strengthens unity. This is not the only approach to an effective conclusion, and sometimes it seems artificial or forced, but it is often smooth, effective and easy. Be sure to notice how it works here by rereading the introduction to see how it is repeated here. skip to main content. Skip to content Open Section Menu Close Section Menu A Sample Five-Paragraph Essay. Writing Center. Touro University Writing Center. Go to Homepage Departments Writing Center Tutorials A Sample Five-Paragraph Essay A Sample Five-Paragraph Essay The Benefits of Regular Exercise by Bette Latta, Professor of English, University of Tennessee.
You can go into supporting information in the body of your essay, so don't tell the audience everything all at once. You can always adjust your introductory paragraph later. Sometimes you just have to start writing. You can start at the beginning or dive right into the heart of your essay. Your first draft may not have the best opening, but as you continue to write, new ideas will come to you, and your thoughts will develop a clearer focus. Take note of these and, as you work through revisions , refine and edit your opening. If you're struggling with the opening, follow the lead of other writers and skip it for the moment. Many writers begin with the body and conclusion and come back to the introduction later. It's a useful, time-efficient approach if you find yourself stuck in those first few words.
Start where it's easiest to start. You can always go back to the beginning or rearrange later, especially if you have an outline completed or general framework informally mapped out. If you don't have an outline, even just starting to sketch one can help organize your thoughts and "prime the pump" as it were. You can read all the advice you want about writing a compelling opening, but it's often easier to learn by example. Take a look at how some writers approached their essays and analyze why they work so well. What did Zeigler do in her introduction? First, she wrote in a little joke, but it serves a dual purpose.
Not only does it set the stage for her slightly more humorous approach to crabbing, but it also clarifies what type of "crabber" she's writing about. This is important if your subject has more than one meaning. The other thing that makes this a successful introduction is the fact that Zeigler leaves us wondering. What do we have to be prepared for? Will the crabs jump up and latch onto you? Is it a messy job? What tools and gear do I need? She leaves us with questions, and that draws us in because now we want answers. This revised classification essay begins by painting a picture of an ordinary scenario: the grocery store. But when used as an opportunity to observe human nature, as this writer does, it turns from ordinary to fascinating.
Who is the amnesiac? Would I be classified as the dawdler by this cashier? The descriptive language and the analogy to rats in a maze add to the intrigue, and readers are left wanting more. For this reason, even though it's lengthy, this is an effective opening. Here is an example of reversing expectations. The introductory paragraph is filled with doom and gloom. We feel sorry for the writer but are left wondering whether the article will be a classic sob story. It is in the second paragraph where we find out that it's quite the opposite. Those first few words of the second paragraph—which we cannot help but skim—surprise us and thus draw us in.
How can the narrator be happy after all that sorrow? This reversal compels us to find out what happened. Most people have had streaks where nothing seems to go right. Yet, it is the possibility of a turn of fortunes that compels us to keep going. This writer appealed to our emotions and a sense of shared experience to craft an effective read. Share Flipboard Email.
Published on February 9, by Shane Bryson. Revised on December 6, by Shona McCombes. This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion. Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement. Example of a well-structured essay An Appeal to the Senses: The Development of the Braille System in Nineteenth-Century France The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France.
In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education.
Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation Weygand, While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture Weygand, This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society.
Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education. In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions Tombs, At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society Weygand, Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended Jimenez et al, The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.
Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students. His intention was to develop a system that would allow the military to communicate at night without the need for light Herron, The code developed by Barbier was phonetic Jimenez et al.
Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch Jimenez et al. This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read Herron, For this reason, it was unsuitable for daily use and was not widely adopted in the blind community. Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France.
This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The Braille system also had important cultural effects beyond the sphere of written culture.
Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself Jimenez, et al. This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians Kersten, As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians Kersten, Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them.
In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not. Bullock, J. The Story of Louis Braille. Archives of Ophthalmology , 11 , Herron, M. Blind visionary. Jiménez, J. Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54 1 , — Kersten, F. The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18 2.
Weygand, Z. The blind in French society from the Middle Ages to the century of Louis Braille. Stanford: Stanford University Press. An essay is a focused piece of writing that explains, argues, describes, or narrates. In high school, you may have to write many different types of essays to develop your writing skills. Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation. The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.
The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas. Your essay introduction should include three main things, in this order:. The length of each part depends on the length and complexity of your essay. A thesis statement is a sentence that sums up the central point of your paper or essay. Everything else you write should relate to this key idea. A topic sentence is a sentence that expresses the main point of a paragraph. Everything else in the paragraph should relate to the topic sentence.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts except exams and in-class exercises. Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text. The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago. Bryson, S. Shane finished his master's degree in English literature in and has been working as a writing tutor and editor since He began proofreading and editing essays with Scribbr in early summer, Have a language expert improve your writing.
Proofreading Services. Run a free plagiarism check in 10 minutes. Plagiarism Checker. Generate accurate citations for free. Citation Generator. As you read, hover over the highlighted parts to learn what they do and why they work. References Bullock, J. Mellor, C. Louis Braille: A touch of genius. Boston: National Braille Press. Tombs, R. France: London: Pearson Education Ltd. What is an essay? What is the structure of an essay? What goes in an essay introduction? Relevant background information that the reader needs to know. A thesis statement that presents your main point or argument.
25+ Persuasive Essay Examples to Help You Get Started,What this handout is about
Webby Bette Latta, Professor of English, University of Tennessee. [1] In recent years, many people have become increasingly aware of the need for physical fitness.*. Almost WebSep 15, · For example, if one paragraph is about the importance of wearing a helmet because they prevent head injuries, the following paragraph might build on that and WebThe five-paragraph essay has three basic parts: introduction, body, and conclusion. The introduction is the first paragraph of the essay, and it serves several purposes. This ... read more
Hello there. Persuasive Essay Examples for 6th Grade pdf. How to Begin an Essay Writing a Great First Paragraph Strong Thesis Statements Attention-Grabbing Opening Sentences Check Your Knowledge: How to Support a Topic Sentence. Your email address will not be published. Caleb is a dedicated professional who always puts his clients first.
For example, we collect information about which pages you visit to help us present more relevant information. Do you paragraph essay example to our cookie policy? has been providing writing services for over five years and has a Masters degree from Oxford University, paragraph essay example. Please share it if this article has helped you out! This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself Jimenez, et al.
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