INTRODUCTION WRITINGINTRODUCTION WRITING

TheoryTheory

ApplicationApplication

Before we startBefore we start There is no single way to write There is no single way to write

introductions! There are many types of introductions! There are many types of essays – argumentative, evaluative etcessays – argumentative, evaluative etc

So sometimes some techniques are So sometimes some techniques are appropriate, sometimes they are not…appropriate, sometimes they are not…

Golden Rule: as you read for your Golden Rule: as you read for your course, ask yourself course, ask yourself howhow the the introduction has been written. BE introduction has been written. BE AWARE / BE ACTIVE READERS…AWARE / BE ACTIVE READERS…

Task 1: Analyse all Task 1: Analyse all sorts of Introssorts of Intros

How does a trailer to a film How does a trailer to a film introduce it?introduce it?How does Gary Linneker How does Gary Linneker introduce Match of the introduce Match of the Day?Day?How do the presenters How do the presenters start the News off?start the News off?

Task 1Task 1

What are the basic What are the basic ‘ingredients’ of an ‘ingredients’ of an introduction to an introduction to an argumentativeargumentative essay? essay?

THE INTRODUCTION MAY…THE INTRODUCTION MAY… ANNOUNCE ANNOUNCE the topic (Include a the topic (Include a topic topic

sentencesentence. What is: the general theme . What is: the general theme of your essay? The question you will be of your essay? The question you will be answering? The hypothesis you will be answering? The hypothesis you will be testing?) (Essential!)testing?) (Essential!)

Include a Include a thesis statementthesis statement where where you state the overall you state the overall ARGUMENT ARGUMENT of of the essay (ie: your answer/central idea/ the essay (ie: your answer/central idea/ assertion about the topic). Where do assertion about the topic). Where do you stand on the issue? (NB you stand on the issue? (NB Sometimes…) Sometimes…)

An Introduction may…An Introduction may…

Signpost the Signpost the CONTENTCONTENT ( (How will you How will you answer the question - whatanswer the question - what issues will issues will you discuss; what theories will you use you discuss; what theories will you use and and WHYWHY? To discuss why INTERPRET ? To discuss why INTERPRET THE TITLE – what’s this question about THE TITLE – what’s this question about then?) then?)

Maybe indicate the Maybe indicate the STRUCTURE.STRUCTURE. DefineDefine (NB (NB if necessaryif necessary) terms/ key ) terms/ key

words/ concepts in the questionwords/ concepts in the question

In Brief…In Brief…

WhatWhat (am I writing about)? (am I writing about)?

WhyWhy (am I doing this)? (am I doing this)?

HowHow (will I do it)? (will I do it)?

Task: Analyse the following Task: Analyse the following IntroIntro Are contemporary Spanish women ‘free’?Are contemporary Spanish women ‘free’?

This essay will discuss an important This essay will discuss an important issue in contemporary Spain: issue in contemporary Spain: whether Spanish women are free. In whether Spanish women are free. In order to discuss this, it will first be order to discuss this, it will first be necessary to define what freedom is. necessary to define what freedom is. The essay will then proceed by The essay will then proceed by analysing some important issues analysing some important issues such as child care and work. such as child care and work.

My ReactionsMy Reactions

Yes, it announces its topic and structure Yes, it announces its topic and structure but…but…

I find it rather bland, dull, predictable, I find it rather bland, dull, predictable, hackneyed, unimaginative, etc etc. Why?hackneyed, unimaginative, etc etc. Why?

INTERPRETINTERPRET the title – don’t the title – don’t repeatrepeat it it Look at the Look at the IMPLICATIONSIMPLICATIONS of the title’s of the title’s

termsterms Be Be PRECISEPRECISE – define the issues you’ll look – define the issues you’ll look

atat PROVEPROVE it’s important, don’t just it’s important, don’t just saysay it is it is

PS I wrote it, not a student!PS I wrote it, not a student!

Recap…Recap…

WhatWhat (am I writing about)? (am I writing about)?

WhyWhy (am I doing this)? (am I doing this)?

HowHow (will I do it)? (will I do it)?

WHAT WHAT (am I writing (am I writing about)?about)? Include a Include a topic sentence topic sentence i.e. i.e.

state what the essay is about (its state what the essay is about (its general subject/ try to the topic general subject/ try to the topic down to its central down to its central issueissue) )

NBNB Avoid word for word Avoid word for word repetitions of the title. repetitions of the title.

What (am I writing about)? What (am I writing about)?

Topic Sentences:Topic Sentences: – Simply state Simply state THE TOPICTHE TOPIC: ‘This : ‘This

essay will consider the essay will consider the representation of men in …’representation of men in …’

OrOr– State State THE QUESTIONTHE QUESTION you intend to you intend to

answer: 'I seek/the essay will seek answer: 'I seek/the essay will seek to answer the question of whether to answer the question of whether structural adjustment programmes structural adjustment programmes have a negative impact on the 'so-have a negative impact on the 'so-called' Third World countries.'called' Third World countries.'

Why (am I doing it)?Why (am I doing it)?

Build up to the topic statement:Build up to the topic statement: BrieflyBriefly INTERPRETINTERPRET the title/ give the title/ give

it a it a contextcontext: what do you : what do you understand by the title? What are understand by the title? What are its implications? Why discuss this? its implications? Why discuss this? Why write on this topic? Why is it Why write on this topic? Why is it important? Is it controversial? Why important? Is it controversial? Why is this a question? – IE is this a question? – IE How does it How does it fit into the broader theoretical fit into the broader theoretical debates of your module/discipline?debates of your module/discipline?

Why? Context Why? Context WarningWarning

Setting the question into a Setting the question into a doesn’t mean ‘talk about the doesn’t mean ‘talk about the topic in general’, but ‘sum up topic in general’, but ‘sum up (briefly) the context of (briefly) the context of THE TITLETHE TITLE’’

(See Harvard for further info on (See Harvard for further info on scene setting).scene setting).

Why (am I doing it)?Why (am I doing it)?Emphasise the Emphasise the IMPORTANCEIMPORTANCE of the topic of the topic (why bother writing about this issue?) via: (why bother writing about this issue?) via:

1. A 1. A VERYVERY brief reference to the historical, brief reference to the historical, cultural or social context e.g. is it of cultural or social context e.g. is it of current interest? Has it had a great impact current interest? Has it had a great impact socially/culturally? socially/culturally?

2. A reference to the reasons for critical 2. A reference to the reasons for critical interest in it e.g. a BRIEF description of interest in it e.g. a BRIEF description of critical wrangling over the issue (what is critical wrangling over the issue (what is controversialcontroversial about this issue? Where do about this issue? Where do youyou fit into the debates?) fit into the debates?)

How (might I do it)?How (might I do it)?MayMay include a include a thesis statementthesis statement i.e. i.e. literally literally state 1. the topic or question state 1. the topic or question addressed in the essay & 2. your addressed in the essay & 2. your answeranswer to to the questionthe question

MayMay mention the theories you will use to mention the theories you will use to conduct your analysis:conduct your analysis:

‘‘The essay will argue that Susan Bordo’s The essay will argue that Susan Bordo’s (1992, 144) theory of the body as alien is (1992, 144) theory of the body as alien is useful to a discussion of the body within the useful to a discussion of the body within the texts of Garctexts of Garcíía Lorca…’ (Check with a Lorca…’ (Check with lecturers whether they like thesis lecturers whether they like thesis statements!)statements!)

How (might I do it)? How (might I do it)?

Mention the specific Mention the specific issues/themes you will issues/themes you will consider in the essay.consider in the essay.

Outline the structure of the Outline the structure of the essay (sometimes, but essay (sometimes, but beware tedium…).beware tedium…).

An Intro mayAn Intro may

Define problematic terms Define problematic terms (beware…)(beware…)

Use an alarming statistic? /a Use an alarming statistic? /a quotation & your comment/ or quotation & your comment/ or (more difficult) make a bold (more difficult) make a bold statement about the subjectstatement about the subject

A few DosA few Dos Introduce your essay to somebody else in 1

minute! Then write your intro.

Keep it short and to the point

Be creative! Be creative! ExplainExplain the title. the title. Boring? ‘In my first section…, then I’ll…, then I’ll...'

Ask tutors whether you should include a Ask tutors whether you should include a thesis thesis statementstatement

Ask yourself – have I really responded to each aspect of the title?

A few Don’ts…A few Don’ts… Don’t go overboard on contextual/ Don’t go overboard on contextual/

background/ biographical information background/ biographical information – get to the point!– get to the point!

Don’t repeat the essay title – Don’t repeat the essay title – discussdiscuss it it Write shopping lists (ie: I will do this, Write shopping lists (ie: I will do this,

then this, then…, then…)then this, then…, then…) Only define necessary terms (ie Only define necessary terms (ie

ambiguous, complex terms) and ambiguous, complex terms) and beware dictionary definitions!beware dictionary definitions!

SummarySummary

Introduce Introduce purposepurpose – topic – topic statement/ thesis statement/statement/ thesis statement/

Set the title into a Set the title into a contextcontext: (EG: : (EG: its its historical/social/political/critical/historical/social/political/critical/

ethical/legal setting)ethical/legal setting)

TaskTask

Can you spot the structure of the Can you spot the structure of the following introduction?following introduction?

1.1. Does it mention its topic? Does it mention its topic? Where? Does it mention its Where? Does it mention its thesis? If so, where?thesis? If so, where?

2.2. Does it set the topic into a Does it set the topic into a context? If so, what sort of context? If so, what sort of context?context?

Task: A Critical Analysis of Progressive Task: A Critical Analysis of Progressive Depictions of Gender in Advertising by Reena Depictions of Gender in Advertising by Reena MistryMistryhttp://www.theory.org.uk/mistry.htmhttp://www.theory.org.uk/mistry.htm

Since the mid-1990s, advertising has increasingly Since the mid-1990s, advertising has increasingly employed images in which the gender and sexual employed images in which the gender and sexual orientation of the subject(s) are markedly (and orientation of the subject(s) are markedly (and purposefully) ambiguous. As an ancillary to this, purposefully) ambiguous. As an ancillary to this, there are also a growing number of distinctly there are also a growing number of distinctly homosexual images - and these are far removed homosexual images - and these are far removed from depictions of the camp gay employed as the from depictions of the camp gay employed as the comic relief elsewhere in mainstream media. This comic relief elsewhere in mainstream media. This essay is concerned with providing a critical essay is concerned with providing a critical analysis as to the potential of such depictions to analysis as to the potential of such depictions to undermine conventional gender role stereotypes undermine conventional gender role stereotypes and the norm of heterosexuality that dominate and the norm of heterosexuality that dominate advertising and the media at large. (…)advertising and the media at large. (…)

Intro TechniqueIntro Technique

What?What? She does not restate the She does not restate the title, but narrows it down to a key title, but narrows it down to a key issue. She signals this issue as the issue. She signals this issue as the question she will be asking in her question she will be asking in her essay: ‘essay: ‘the potential of such depictions the potential of such depictions to undermine conventional gender role to undermine conventional gender role stereotypes and the norm of stereotypes and the norm of heterosexuality’. This is her TOPIC heterosexuality’. This is her TOPIC STATEMENT. STATEMENT.

It does not contain a thesis statement.It does not contain a thesis statement. Why?Why? The context is the recent The context is the recent

ambiguity of adverts – this has ambiguity of adverts – this has provoked the issue she has identified provoked the issue she has identified

Task: Task: Towards The MarginsTowards The Margins

Describing a prostitute or an illegal immigrant as marginal implies no Describing a prostitute or an illegal immigrant as marginal implies no stable or essential relationship to other, supposedly more ‘central’ stable or essential relationship to other, supposedly more ‘central’ women. The meaning of the term ‘marginal’, like that of ‘modern’ or women. The meaning of the term ‘marginal’, like that of ‘modern’ or ‘traditional’, varies with context. Despite a disturbing tendency in the ‘traditional’, varies with context. Despite a disturbing tendency in the modern media and elsewhere to represent advancing age in modern media and elsewhere to represent advancing age in pathological terms or as parasitic on younger taxpayers, for example, a pathological terms or as parasitic on younger taxpayers, for example, a healthy 70 year old surrounded by her extended family is not in any healthy 70 year old surrounded by her extended family is not in any simple sense marginal. On the other hand, some of Spain’s most simple sense marginal. On the other hand, some of Spain’s most profoundly isolated individuals are elderly women who live alone and profoundly isolated individuals are elderly women who live alone and in poverty. This chapter focuses on women who, for a variety of in poverty. This chapter focuses on women who, for a variety of reasons, experience more systematic social exclusion: abused women, reasons, experience more systematic social exclusion: abused women, gypsies, illegal immigrants, drug users and prostitutes. It concludes gypsies, illegal immigrants, drug users and prostitutes. It concludes with a discussion of one of the least visible of all Spain’s marginalized with a discussion of one of the least visible of all Spain’s marginalized groups, lesbian women. (From: Brooksbank Jones, Anny (1997), groups, lesbian women. (From: Brooksbank Jones, Anny (1997), Women in Contemporary SpainWomen in Contemporary Spain, Manchester and New York: , Manchester and New York: Manchester University Press, 95).Manchester University Press, 95).

Final TaskFinal Task

Introduce your essay to somebody else in 1 minute

Maybe: 1. Explain the topic/ the essential question you are grappling with or the issues you will be examining

2. Explain the context of the essay

Further Reading (1)Further Reading (1) Pirie, David B.  (1985) Pirie, David B.  (1985) How to write How to write

critical essays  a guide for students critical essays  a guide for students of literature of literature London: MethuenLondon: Methuen

Redman, Peter (2001) Redman, Peter (2001) Good Essay Good Essay Writing: a Social Sciences Guide,Writing: a Social Sciences Guide, 2nd 2nd ed, London: SAGEed, London: SAGE

For comments on intro technique (it’ll For comments on intro technique (it’ll take you 3 minutes to read this site):take you 3 minutes to read this site):http://www.mantex.co.uk/books/http://www.mantex.co.uk/books/atoz01.htmatoz01.htm

Further Reading (2)Further Reading (2)Useful on ‘establishing Useful on ‘establishing context’context’ Harvard Uni’s succinct advice:Harvard Uni’s succinct advice:

http://www.fas.harvard.edu/~wricntr/dhttp://www.fas.harvard.edu/~wricntr/documents/Begin.htmlocuments/Begin.html

The info on establishing a context for The info on establishing a context for the title is right at the start – in the the title is right at the start – in the ‘Introduce the Essay’ section.‘Introduce the Essay’ section.

Further Reading (2)Further Reading (2)

These sites talk you through a These sites talk you through a potential structure for an potential structure for an introduction:introduction:

http://dissc.tees.ac.uk/Writing/http://dissc.tees.ac.uk/Writing/paragraphs/page8.htmparagraphs/page8.htmhttp://http://www.uefap.co.uk/writing/function/www.uefap.co.uk/writing/function/introd.htmintrod.htmhttp://http://www.ltn.lv/~markir/essaywriting/iwww.ltn.lv/~markir/essaywriting/intro.htmntro.htm

Further Reading (3)Further Reading (3)

Sites which include sample Sites which include sample introductions with tutor comments:introductions with tutor comments:

http://dissc.tees.ac.uk/Slah/SALH-Excelhttp://dissc.tees.ac.uk/Slah/SALH-Excellent.htmllent.html

http://www.shu.ac.uk/schools/cs/englishttp://www.shu.ac.uk/schools/cs/english/essayguide/style/moreeffect10a.htmh/essayguide/style/moreeffect10a.htm

http://www.mantex.co.uk/ou/a319/a31http://www.mantex.co.uk/ou/a319/a319-03.htm9-03.htm

SEMINARSEMINAR

WRITING INTRODUCTIONS TO WRITING INTRODUCTIONS TO ACADEMIC ESSAYS ACADEMIC ESSAYS

Task 1: Analyse the following Task 1: Analyse the following introduction: ‘School represses introduction: ‘School represses children. Discuss’.children. Discuss’.

Will Woodward states that ‘a classroom is Will Woodward states that ‘a classroom is an environment you must fit yourself into an environment you must fit yourself into rather than one designed with you in rather than one designed with you in mind’mind’11. Commenting in . Commenting in The GuardianThe Guardian on on the Design Council report, ‘Fit for Purpose’the Design Council report, ‘Fit for Purpose’,, Will Woodward highlights a common Will Woodward highlights a common argument underlying alternative methods argument underlying alternative methods of education today which argues that of education today which argues that traditional types of schooling are seen as traditional types of schooling are seen as forcing children to conform to society forcing children to conform to society rather than encouraging them to express rather than encouraging them to express their individuality. their individuality.

‘‘School represses children. School represses children. Discuss’ (Cont).Discuss’ (Cont).

In the following essay I will focus on how In the following essay I will focus on how school can be seen as subordinating school can be seen as subordinating children’s individual thought to external children’s individual thought to external demands and will look in detail at the demands and will look in detail at the interaction between teacher and child. interaction between teacher and child. The essay will consider, and critically The essay will consider, and critically evaluate, traditional types of schooling, evaluate, traditional types of schooling, before looking at examples of before looking at examples of alternative education systems to alternative education systems to determine whether it is in fact possible determine whether it is in fact possible to design a method of schooling which to design a method of schooling which does not repress children in some way’.does not repress children in some way’.

Discuss the 'Fallen Woman' as a Familiar Discuss the 'Fallen Woman' as a Familiar Feature of Victorian WritingFeature of Victorian Writinghttp://dissc.tees.ac.uk/Slah/SALH-http://dissc.tees.ac.uk/Slah/SALH-Excellent.htmlExcellent.html Elizabeth Gaskell'sElizabeth Gaskell's Mary Barton Mary Barton may be may be

characterised as a 'social problem' novel. characterised as a 'social problem' novel. Basch (1974: 263) states, 'Mrs Gaskell's Basch (1974: 263) states, 'Mrs Gaskell's impure women came from ... the work and impure women came from ... the work and exploitation which she knew, relatively exploitation which she knew, relatively speaking, better than other novelists.' speaking, better than other novelists.' Gaskell was the wife of a Unitarian Gaskell was the wife of a Unitarian clergyman in Manchester. She devoted her clergyman in Manchester. She devoted her time to setting up homes for fallen women, time to setting up homes for fallen women, and after and after Mary BartonMary Barton women became her women became her central characters, her novels primarily central characters, her novels primarily seen through women's eyes. seen through women's eyes.

Fallen Woman (cont)Fallen Woman (cont)

Thomas Hardy, since his career began, has Thomas Hardy, since his career began, has been notably associated with his portrayal been notably associated with his portrayal of female characters. Erving Howe even of female characters. Erving Howe even writes about 'Hardy's gift for creeping writes about 'Hardy's gift for creeping intuitively into the emotional life of intuitively into the emotional life of women.' (Boumelha 1982: 3) From this women.' (Boumelha 1982: 3) From this point of view, I intend this essay to point of view, I intend this essay to establish a comparison between Gaskell's establish a comparison between Gaskell's 'fallen woman' in 'fallen woman' in Mary BartonMary Barton and the way and the way in which Thomas Hardy frames his central in which Thomas Hardy frames his central female character in female character in Tess of the Tess of the D'Urbervilles.D'Urbervilles.