Four Common Types of Introductory Paragraphs
FUNNEL: The writer identifies the general subject area in the
opening sentence. The subject is then narrowed down step by
step, sentence by sentence. The thesis is stated at the end.
Example: The life of a teenager in modern America is not always
pleasant. He or she is faced with a multitude of conflicts and pro-
blems, many of which seem almost impossible to overcome. Most
of these problems center around school, which is not surprising con-
sidering that the teenager devotes an average of eight hours a day to
school and school-related activities. One of the primary problems
created by school is the intense pressure for good grades.
ANECDOTAL: The writer relates an incident which demonstrates
the thesis. It quickly captures the attention of the reader and is a more
informal style.
Example: Thelma Gray and Lucy Taylor, both fifteen years old and known for
their adventurous spirits, said goodbye to their mothers on a sunny Monday
morning in May, 1996, and set out for their bus stop at the corner. Too
impatient to wait for the bus, they hitchhiked a ride instead. They were
invited to a picnic and swimming party at a suburban park a few miles away.
Clutching their bathing suits and bright beach towels, they anticipated a fun-
day with their friends. Thelma and Lucy, however, never reached
that park and never saw their friends again. People who accept rides with
strangers run the risk of losing their lives.
OUTLINE: The main points of the essay are covered in the sentences. The
thesis follows at the end.
Example: The American Civil War is often described as the bloodiest and
most tragic experiences in the nation’s history. The very nature of civil war,
with family members divided by differing loyalties and friend estranged by
friend, is, of course, sufficient reason to regard such a war with particular
horror. However, a study of the toll in human suffering in the war between
North and South requires close examination of the specific aspects of the
conflict. This present study will attempt to show that immediate battlefield
losses, serious as they were, represented only a minor portion of the human
suffering caused by the war. An examination of actual direct casualties (dead
or injured) for both North and South will comprise the opening section. Suc-
ceding sections will examine, in turn, the prisoner of war camps of both sides
with their grossly inadequate living facilites, diet and medical provisions. The final
section will deal with suffering of civilian populations in areas where the two
armies fought, foraged, and scorched the earth. The miseries of the American
Civil War fell on soldier and citizen alike.
CONTRAST: The writer begins with a commonly held belief about a topic. The thesis
is the opposite of this assumption.
Example: Most people assume that learning to ski is not extremely difficult. They
imagine the process consists of little more than strapping on two long boards, pushing
off at the top of a hill, and gliding gracefully and effortlessly to the bottom. However,
learning to ski is more difficult than these people realize, requiring long hours of
practice, extremely good physical condition, and a lot of determination.
CONCLUDING PARAGRAPHS: A conclusion can often mirror the approach taken
for the introduction. Consider the structure of the introduction and simply reverse
it for the conclusion. The thesis needs to be restated in the concluding paragraph and
ALWAYS focus on a strong, “bang-up” last sentence.