1. Thesis Statements, Introductions, and Conclusions Techniques for Variety

2. Thesis Statement Just as a paragraph has a topic sentence that expresses its central point, an essay also has a main idea called a thesis. This is the most important sentence of your essay!

3. More on the Thesis Like a topic sentence, a thesis can be stated or implied. In most student essays the thesis is stated. In most essays, the thesis presents the author’s opinion – sets forth an argument.

4. Characteristics of a Thesis Statement Presents the focus or central idea of the essay Uses specific language States a generalization demanding proof. It is not a statement of fact. Gives major subdivisions of the topic (list) or remains more general (umbrella).

5. Thesis Placement Last sentence of intro paragraph = preferred

6. Final Comments on the Thesis A thesis statement is the central message of an essay. It should reflect the content of the essay and guide your writing. As you are writing, if you discover that the content of your essay and the thesis do not match… Revise one or the other – or both!

7. Introductory Paragraphs Introductions hook the reader’s interest, provide a bridge to the thesis, and present the thesis to the reader, which should frame your argument. Hooks you may want to consider are: citing a quotation, raising a question, providing relevant statistics, challenging a common perception.

8. Citing a Quotation If you use a quotation to begin your essay, be sure to include the source. You must also show your reader the connection between the quote and and the subject of your paper. Otherwise, it will seem “tacked on.”

9. Quotation Example Quotation Example World War I aviator, Eddie Rickenbacker, once motivated young pilots by saying that “Courage is doing what you’re afraid to do. There can be no courage unless you’re scared” (qtd. in Smith 12). If fear is necessary for courage, then many students starting their college careers are certainly courageous. Two types of college students are the recent high school graduate and the returning student who seeks a new profession. ____________________________________________________ QUOTATION BRIDGE THESIS

10. Techniques for Conclusions Redeliver your thesis without using exactly the same words (you may want to use the list and umbrella techniques) Return to the approach you used in your intro: citing a quotation, raising a question, providing statistics, giving background information, challenging a common perception.

11. Conclusion for Intros with Quotes Refer to the opening quotation Both the recent high school graduate and the returning student play important roles in the college classroom. With motivation and perseverance, they, like Eddie Rickenbacker, can overcome their fears and achieve their dreams.

12. Raising a Question Make sure that the question is clearly tied to your topic. Remember to provide a bridge to the thesis or it will seem tacked on. Second person pronoun you is generally accepted (although in the rest of a formal essay it should be avoided).

13. Example of a Question Example of a Question Do you remember what it was like the first day of your first college class? Were you surprised to find so many students of varying ages and backgrounds? Many of today’s college classrooms feature an intergenerational student population. Two types of college students are the eighteen-year-old who just graduated from high school and the returning student who seeks a new career. QUESTION BRIDGE THESIS

14. Conclusion: Answer the Question or Predict an Outcome Both the recent high school graduate and the returning student have important contributions to make in any college class. Eventually, however, age diversity will not be as surprising because returning students will outnumber eighteen-year-olds in many classrooms. As the economy becomes more diverse and increasingly international, more workers will return to the classroom for retraining, and the average age of a college student will continue to climb.

15. Providing Relevant Statistics A statistic, particularly one that may be surprising, is often an effective way to open an essay. When you use a statistic, you should provide its source just as you do with a quotation. Make sure you do not use misleading statistics.

16. Example of Use of Statistics According to this year’s college admissions booklet, the average student age at FIU is 28.3 years, which means that many students in FIU’s classrooms are over the age of 30. Most of these mature students have discovered that they need to upgrade their job skills if they are to compete in an increasingly technological society. Consequently, they find themselves in classes with younger students. Two types of college students are the recent high school graduate and the returning student who seeks a new career. STATISTIC BRIDGE THESIS

17. Conclusion Referring to Statistics As the demands on the workforce continue to take a technological turn, universities will see a climb in the average age of their students. Because so many individuals in their late 20’s seek to enhance their professional lives through education, the average FIU student can look forward to sharing his/her university experience with peers who already know what it’s like in the “real world.” Reference to Statistic

18. Challenging a Common Perception This type of intro entices the reader to learn something new by challenging the reader’s preconceived ideas. Think about what beliefs your readers might hold and what ideas you might use to counter these beliefs.

19. Example of Challenging Perceptions When thinking of a freshmen classroom, many people envision rows of eighteen-year-olds eager to begin their college experience. However, the average age of a freshman at most colleges and universities is well above eighteen. Many men and women are coming back to the classroom after an absence of many years. Some want to learn a new skill while others pursue a particular academic interest alongside the younger students. Two types of college students are the recent high school graduate and the returning student who seeks a new career.

20. Citing Sources pg. 1235-1240; 1247-1248 If the writing is not your original ideas and/or interpretations, that is plagiarism. Cite your sources: Print Source…before they were hoisted onto their crosses (Smith 95). Smith = author’s last name & 95 = page number. outside of ( ) Online, no author - …the most famous writer of them all” (“Shakespeare”). “Shakespeare” – shortened name of website used for this information

21. Citing Sources pg. 1247-1248 Online, author – Caesar could be kind, forgiving and witty (Cross, “Private”). Cross = author’s last name “Private” – shortened name of website used for this information Bottom line…should be able to find your sources in Works Cited page Plagiarism – pg. 1245 – 0% on paper and contact home

22. Conclusion: Challenging Perception Clearly, the recent high school graduate is not the only type of student in the university classrooms today. As the workforce demands more technological skills, the traditional eighteen-year-old students will find themselves studying side by side with those who have returned to build up their career credentials. _________________________________________ New Perception Thesis

23. Review Review Your thesis statement is essential (list or umbrella) Not all of the techniques work for every topic Often, writers combine techniques Intros have a hook, bridge, and thesis statement Accept that your intro paragraph is subject to change as your essay develops Make sure your conclusion addresses the hook (quote, question, stats, perception) you used in your intro.

24. Sources Consulted Campbell Martha. Focus: Writing Paragraphs and Essays. New Jersey: Prentice Hall, 1999. Hacker, Diane. A Writer’s Reference. Boston: Bedford, 2003. Troyka, Lynn. Quick Access. New Jersey: Prentice Hall, 2000.