The Five Paragraphs of the Five-Paragraph Essay

The Five Paragraphs

of the Five-Paragraph Essay

I.  THE INTRODUCTION

The introduction has two purposes: to INTRIGUE and INFORM.

A)  INFORM – When the reader has come to the end of the first paragraph, she should have a clear idea of what the paper will be about.

1)  Context. Name names. Who are these people (the characters)? Where did they come from (the author, the source)?

2)  Thesis. This usually comes right at the end of the first paragraph. The thesis tells, in one sentence, what the essays intends to teach/demonstrate/prove.

B)  INTRIGUE – When the reader has come to the end of the first paragraph, he should want to continue. A thoughtful, even provocative, thesis will draw the reader in. Use the first sentence or two to grab the reader, then work your way down to the thesis. [WARNING: Never begin a paper with “This paper is about. . .” We’re more sophisticated than that now. Other openings to avoid: “The dictionary defines. . .” and “Have you ever wondered. . .” or ANY type of question.]

II. THE BODY

Here’s where you demonstrate the arguments that will validate your thesis. If this were a courtroom, these would be your witnesses. Always strive to:

A)  “Keep it Simple, Stupid”. Each paragraph should be devoted to one argument only. (Two witnesses on the stand at the same time are not twice as helpful.) Present your argument, then be sure to support it with specific examples from your sources. Be sure to EXPLAIN how those examples support your thesis.

B)  “Go with the Flow”. Keep each argument in its separate paragraph, but try to make a smooth transition from one argument to the next. Consider the best arrangement of paragraphs while composing the essay.

III.  CONCLUSION

If this were the courtroom, this would be your summation. Briefly review and/or wind up your case. Restate your original thesis, and quickly review the nature of the arguments that you have made. [WARNING: Never begin a conclusion with “In conclusion. . .” or “Therefore. . .” or anything of that ilk. There’s no rule against it, but we’re more sophisticated than that now.]

IV.  GENERAL TIPS

1)  Audience. Write for a hypothetical audience that has no more than a passing familiarity with your sources – a college admissions officer, or even better – “Aunt Jane”. (Aunt Jane probably read that story, but that was over forty years ago. Mercy! And don’t forget, she’s not as sharp as she used to be: Speak slowly and loudly!)

Don’t assume too much knowledge on the part of the reader. (Remember, “when you assume, you – don’t usually get much of a grade.”)

2)  The thesis should be something that would not have occurred to the casual reader/viewer of the source materials. The response you’re going for should be “Oh?!” not “Well, duh!”

3)  Never be vague if you can be specific. (“Billy” is better than “the main character” is better than “the guy”.)

4)  “Just sayin’ it don’t make it so.” Support any claim you make.