Discuss the Function of an Introduction

Academic Skills Advice

Introductions

This workshop will:

-Discuss the function of an introduction

-Consider the features of an effective introduction

-Offer tips about different potential structures for introductions

Teaching Points:

Basic functions of an introduction
Interpreting the question
How the answer will be organised
The features of an effective introduction
Different structure types
Writing tips

1.Basic functions of an introduction

Any written assignment should ‘stand alone’; the assignment should include all the information they need about your ideas and arguments in response to a particular task or question.

An effective introduction is vital for the reader as it sets the scene for the text as a whole. It should include two things:

An interpretation of the question or task
How the answer is organised

In addition, it is useful to…

Gain the reader’s attention
Create a positive impression of you in the mind of your tutor.

2.Interpreting the question

This involves showing an understanding of the question by identifying and outlining the main issue/s, or pointing to the importance of one of more concepts and the intended analysis. Also, you reveal to the marker that you see the relevance of the question.

Be brief

Now is not the time to go into too much depth – that is what the main body of the assignment is for. Just provide a few sentences to indicate what your interpretation of the question is and how you intend to answer it.

Below is a question followed by an introduction:

‘Authority amounts to no more than the possession of power.’ Discuss.

Most of us would no doubt agree that in the cases of police officers and government officials this claim is largely true: their authority does seem to derive exclusively from the power they have been given. Indeed, we acknowledge their authority because we are all too aware of the consequences of not doing so. But to accept that every case of authority amounts to no more than the claim that might is right, threatens the very existence of modern democracy along with its goal of balancing order with accountability and justice. Either way, whatever we’re prepared to believe depends upon our understanding of the two central concepts: power and authority.

Extract adapted from Greetham (2013: 202)

Here the reader sees the writer has appreciated the relevance of the question by relating authority and power to modern political and social constructions – ‘modern democracy’. The writer also both reveals an awareness that there are two viewpoints to the issue of power and authority (‘but’ and ‘either way’) which also suggests that the student intends to write about these concepts from both sides. In turn, this shows the writer has understood what is expected of him/her, i.e. the question asks the student to ‘discuss’. The tutor expects more than one angle in the assignment, and it appears the writer will deliver.

In addition, the writer repeatedly use the two key terms ‘authority’ and ‘power’ (or similar substitutes) in an appropriate way, therefore revealing their understanding of the terms without explicitly defining them.

This appreciation of what the question is asking helps to create point D – a positive impression about the writer’s written work.

Let’s read the following question and answer introduction to see how the writer has interpreted the question by showing understanding of it or pointing out the main concepts. Also, look for how they have expressed an appreciation of the relevance of the question, and if they are likely to fulfil the tutor’s expectations. We will also look for anything the writer does not include. Please use any highlighter or pen you wish on the text.

‘Advertisers seek only to ensure that consumers make informed choices.’ Discuss.

Most advertising executives are willing to defend their profession by arguing that all they are doing is informing the public and in doing so protecting the democratic freedoms of individuals, in particular their freedom of choice. To a certain extent, of course, this is true: without advertising we would be less informed about new developments in technology, in fashion and in medical advances. Even government warnings about the dangers at work and in the home depend upon advertisements. But the key to this is the claim that this is the ‘only’ thing they do, when most of the public suspect their paramount concern is to manipulate consumers into buying products that they may not want or need.

Extract adapted from Greetham (2013: 203)

3.How the answer will be organised

An introduction also acts as a ‘road map’,giving the reader signposts to the main points of the argument and to the ultimate destination – the conclusion. You provide the directions for the reader to follow your ‘route’ so they know what to expect and in what order.

Question example:

Evaluate the claim that Coronation Street is the most enjoyable contemporary British soap opera.

The key term is ‘most enjoyable’: in the introduction, the reader needs to see an understanding of it will be measured and the route the ‘road map’ will take in the answer.

Introduction example:

Extracts adapted from Redman (2001: 41)

First, the measurement of enjoyment is stated: ‘viewer-ratings’ (also suggesting the writer has researched the figures) and confirmation of the claim in the question. Next, the signposts for the structure comes: ‘explores’ and ‘evaluating’ by ‘comparison’ of the other television programmes.

Whilst there is nothing wrong with this introduction, there is no explanation of how the writer will attempt to identify why the viewers enjoy watching Coronation Street; their reasons for doing so. There may be a number of reasons but the following makes one suggestion which reveals the thrust of the writer’s argument.

We will read the following introduction and look for more ‘signposts’ to the content and structure of the main body.

Extract adapted from Redman (2001: 42)

Writing effective introductions takes practice and many students are unsure how to introduce their arguments or ideas. The followingare phrases to get you started…

This argument is developed in the first/next/following section which explores…..
The purpose of this essay/reports is to ….. It begins by ….
This introductory section provides a brief overview of …. The first section explores/examines/etc….
This essay/report describes and discusses the methods used in this investigation. The first section …. The second part moves on to describe in greater detail the ….
This essay/report is divided into two/three/etc parts. The first ….
This essay/report is divided into four main sections, each of which presents….

Above adapted from Morley (2014)

4.The features of an effective introduction

Whilst interpreting the question and providing the structure of the written work are functions of an introduction, the following are features, i.e. what a student should include in their introduction.

Whilst it is preferred all five should be included, the last block (already discussed) can be said to be the most crucial and should appear even in very short papers.

Stating the overall topic: this places the subject matter within a wider topic and shows an understanding of where it fits
Giving any general context/background: this sets the scene for the particular argument to be presented or stance taken. Examples include a particular political climate at a point in history; or technological advances having a bearing on your subject.
Outlining any key terms or concepts: both of those in the question/task and any used in the answer; this could include definitions
Providing a short conclusory statement: gives the reader a destination
Sharing the structure of the written work: already covered above

Activity 1: Feature spotting

Read the introduction and, in pairs, highlight the five features discussed. Are all five covered?

Coronation Street consistently receives high viewer-ratings. This essay explores the basis of this popularity, evaluating its appeal in comparison to two other major contemporary British soap operas: EastEnders and Brookside. In its opening section, the essay uses feminist theory to analyse Coronation Street’s appeal in term of its historical ‘women centredness’, in particular its focus on strong female characters, its exploration of women’s lives and its often humorous treatment of men. The essay then goes onto contrast this approach to the more naturalistic ‘gritty realism’ of EastEnders and Brookside which, it will be argued, have historically tended to focus more strongly on social issues such as unemployment and HIV. The essay argues that, in comparison to Coronation Street, this ‘gritty realism’ fails to connect with women’s culture and that it is the appeal to women of these less naturalistic elements that underlies Coronation Street’s continuing popularity.

Extract adapted from Redman (2001: 44)

A.Stating the overall topic:

B.Giving any general context/background:

C.Outlining any key terms or concepts:

D.Providing a short conclusory statement:

E.Sharing the structure of the written work:

5.Different structure types

There are two reliable ways of getting started:

The ‘tell them what you are going to tell them’ approach

Introductions would include phrases such as:

This essay will consider/review/discuss…..
This essay is structured into three main parts. In the first…
A central point in this essay will be……

The ‘quote a quote’ approach

Here, the introduction opens with a quote which is used as the springboard for informing the reader what you are going to do (and then the above phrases can be used).

‘One of the best… was Blanche Hunt…played by Maggie Jones… Could not care less who she upset and spoke her mind.’ (Tammycat 2014) Strong female characters are, arguably, the reason Coronation Street continues to be so popular……

6.Writing tips

-Some students find it difficult to write and introduction before they start on their main body. Your introduction is a summary of what will be discussed, so it may be easier to write the introduction once the assignment is completed. However, it is useful to get used to writing introductions first as some tutors may provide early feedback by looking at an introduction.

-Like the rest of academic writing, the introduction should be written in a formal and detached style, even in a reflective paper. The introduction would only include the 1st person if instructed by your tutor, so please check.

-Embrace variety by not repeating…the essay will…, it has…. If you are unsure how to do this, use the Manchester Phrasebank (reference below).

-An introduction should be approximately 5-8% of the overall word count so ensure it is concise by revising it and removing overlong or complicated phrases.

Activity 2:Playing Tutor

Readthe three introductions below which are in response to the question:

Examine the sociological evidence of stereotypes of social groups in the mass media. What are the causes of stereotyping in the mass media and to what extent do they influence social attitudes? Word limit: 2000 words

In pairs, assess each introduction and provide comments on each in the space provided. Give each a pass or fail.

Introduction 1

As we all know, Britain is a multicultural society. In the 1960s many thousands of immigrants came to the country, mostly setting up home in the major cities. The majority of these immigrants came from the West Indies, India and Pakistan and Hong Kong. Racism has always been a problem, with the various groups of immigrants seen as stereotypes, although over the years there has been increasing integration into British society, particularly by the children of immigrant families. This is reflected in the mass media. Twenty years ago black people were rarely seen on television and very few held jobs in the press. However, nowadays, more and more black people work as journalists and are thus able to look at events from a different perspective.

Your comments:

Introduction 2

Stereotypes are everywhere: the reserved British, the disorganised Italians, the shopping-obsessed Japanese. This essay will talk about these stereotypes and ask if they are true. It is going to look at the different types of stereotypes and their representation in the media. The following areas will be covered: television; radio; the press, and the cinema. I will particularly look at television and ask the question "Does television reinforce these stereotypes?"

Your comments:

Introduction 3

Stereotypes abound in today's society. People seem to have an innate compulsion to categorise others into various groups and then to apply rigid and limited descriptions to these groups. There are therefore, amongst others, stereotypical nationalities and races; stereotypical sexes and sexual orientations and stereotypical classes. And one place where these stereotypes often thrive is in the mass media, particularly in the tabloid press and popular television, such as in situation comedy. Some, for example Hick (1996), claim that this is a harmless phenomenon, whereas commentators such as Ealham (1998) point to the possible dangers of obsessive stereotyping in the media. This essay will examine what sociological evidence there is for the process of stereotyping in the mass media, and will then go on to analyse the reasons for its occurrence. The final part of the essay will ask how far society's attitudes are in fact shaped by this portrayal of the various kinds of stereotypes.

Your comments:

References

Academic Liaison, Employability and Skills. (2014) Writing introductions. Carlisle, University of Cumbria. Accessed 19 August 2014.

Bradford Gold. (2014) Bradford - olympic torch relay map.Accessed 22 September 2014.

Greetham, B. (2013) How to write better essays. 3rd ed. Basingstoke, Palgrave Macmillan.

Morley, J. (no date) Academic phrasebank. Manchester: University of Manchester. Accessed 19 September 2014.

Neville, C. (2009) How to improve your assignment results. Maidenhead, OUP.

Redman, P. (2001) Good essay writing. 2nd ed. London, Sage Publications Ltd.

Tammycat (2014) Coronation street comments. TV Guide. Accessed 31 August 2014

Answers

Advertising

Relevance is shown by mention of new developments in various industries and the potential ‘dangers’ in a domestic and professional environment.

Awareness of the requirements of the command word ‘discuss’ is shown by reference to both sides of the argument re information, i.e. the advertising executives and other agencies, and the public’s suspicions. Again, this writer knows what the marker’s expectations are.

Also not only does the student repeat the key terms in the question within the answer (advertisers or similar three times and consumers or similar four times) but also quotes ‘only’ and expresses how important this word is. In doing so, the writer shows their understanding of the question and prepares the reader for his/her central argument

This introduction does not include any sources.

Coronation Street

This introduction shows what will be compared between Coronation Street and the other two soap operas (strong women and their lives and humorous men – comedy versions of reality v ‘gritty’ realism) so the reader has a ‘road map’(although it does not say explicitly ‘the order of topics to be discussed is…’).

Activity 1: Feature spotting

A.Stating the overall topic: Coronation Street(’s) popularity (and using a ) comparison to two other major contemporary British soap operas.

B.Giving any general context/background: The writer assumes a reader will know what a British soap opera is: a marker may identify the omission of an explanation and mark accordingly.

C.Outlining any key terms or concepts: feminist theory…in terms of…’women centredness’ [and] focus on strong female characters…and its...humorous treatment of menand ‘gritty realism’ …focus(ing) on social issues such as unemployment and HIV.

D.Providing a short conclusory statement: Last sentence, essay argues that (EastEnders and Brookside) fail to connect with women’s culture and..it is the appeal..of…less naturalistic elements (in) Coronation Street [that accounts for its] continuing popularity.

E.Sharing the structure of the written work: explores and evaluates and opening section and essay goes on to .

Activity 2: Playing tutor

Introduction 1

A tutor would read an introduction like this with a great sense of foreboding as the writer shows no indication whatsoever of answering the question. The word 'stereotype' has been picked up on, and narrowly interpreted as meaning racial stereotype. But even then there is no attempt to focus on the actual question, and most of what is said is irrelevant.

It is likely the rest of the assignment will continue in the same vein so probably a fail.

Introduction 2

Too short and not very well written (inconsistency of tenses: will/going to) No attempt to put the question into some sort of context, to get the reader interested in what is to come. At first, it looks as if stereotypes are being interpreted simply as national stereotypes and also the writer starts to include things that are not required: the question does not ask for a simple description nor asks about the validity of these stereotypes. The last part of the introduction, however, does indicate that the last part of the question will be addressed.