WEEK 5 LECTURE NOTES

TOPIC 1 : TOPIC SENTENCE AND THESIS STATEMENT

DEVELOPING THE TOPIC SENTENCE / THESIS STATEMENT
 The thesis statement expresses the MAIN IDEA of your ESSAY, the central point that
your essay develops/supports.
 Topic sentences are the mini “thesis statements” of paragraphs

TOPIC SENTENCE
A topic sentence has several important functions: it substantiates or supports an essay’s
thesis statement; it unifies the content of a paragraph and directs the order of the
sentences; and it advises the reader of the subject to be discussed and how the
paragraph will discuss it.

An Effective topic sentence:

Relates to the thesis.
Sets up a claim, assertion, argument, evaluation, analysis.
Contains controlling ideas about the topic that need to be developed in the sentences that follow.
Is the most general sentence in the paragraph
Orients the reader.
Provides a context for understanding what follows.
Explains the relationships among elements.
Summarizes the rest of the paragraph.

Guidelines for Topic Sentences

 A topic sentence must be a complete sentence to perform all the necessary functions.
 A topic sentence must predict or promise what follows, so it cannot be a question.
 Phrases such as “I think” or “in my opinion” may muddle or weaken topic sentences. Your writing is always
your opinion, so you don’t need these phrases unless they are central to the idea that you are trying to
convey.
 The topic sentence should provide clear relationships among all of its elements so that it can provide a
framework for understanding the rest of the paragraph.
 A topic sentence needs to be clear and specific, so that it can predict and summarize the rest of the
paragraph for the reader.
 A topic sentence must be coherent so that the reader can use it as a key to the rest of the paragraph.
 Because the topic sentence is a reference for the rest of the paragraph, it needs to be exceptionally clear. If
there is figurative language in a topic sentence, the wording should be such that the reader does not need
to understand the allusion to understand the sentence.

Parts of a Topic Sentence

Topic: The first part that states the subject or topic of the paragraph
It is what you are writing about
Assertion: Makes the statement about the topic
It may express an attitude or opinion
It is the point you are making about the topic
It simply indicates what is to follow

Different Positions of Topic Sentence in a Paragraph

Topic Sentence at the Beginning of the Paragraph
A paragraph of this nature starts with a strong, general topic statement with subsequent supporting details
narrowing from this broad beginning. Such a structure provides the reader with immediate knowledge of the
topic and scope of the paragraph and thus serves as a map for the details that follow.

The following sample paragraph begins with a topic sentence. The details which follow it repeat the controlling idea
of the paragraph and are arranged in chronological order, that is, from first to last:

Constructing a wedding cake is a complicated process. Before any baking

takes place, the size of the cake and the decorative design to be used must be
determined. Then the layers are baked. On a large cake the bottom layers may be
as much as sixteen inches in diameter. Because of their size, these layers must be
baked one at a time, a process which may actually take an entire day. Once the
layers are cooled, same-size pairs are matched and frosted. Since large wedding
cakes are surprisingly heavy, half-inch dowel rods must be measured, cut, and
carefully driven into the bottom layers. These wooden posts provide hidden support
for the weighty upper layers. When all the layers are set in place, flowers, garlands
and leaves of frosting are added. These delicate touches individualize the wedding
cake and transform it from merely a cake into a culinary work of art.

In the paragraph above, the topic sentence is Constructing a wedding cake is a complicated process. The
steps involved in constructing this type of cake are told in time order, beginning with baking and ending with
decorating. Note that, although the paragraph draws to a logical conclusion, the topic sentence is not repeated in
the end position.
Topic Sentence at the End of the Paragraph
Paragraphs are written in this form primarily for one of two reasons: (1) to create suspense or (2) to bring up a
controversial topic only after sufficient groundwork has been laid.

The following sample paragraph is an example of one in which the topic sentence and controlling idea appear in
the final position:

People do it every day. They log on to their favorite website and browse for hours,
checking out bargains. They dump every possible wish into their shopping carts,
knowing they can cast each one aside before they finalize their purchases. On the
way, they may enter a sweepstakes in the hopes of winning a trip to Cabo San
Lucas, or maybe even a new SUV. And then, when they have decided on their
purchases, they enter private information without giving it a thought. With a
keystroke, they release their personal data into what may or may not be a secure
zone. Despite what much of the public believes, internet shopping is not
safe.

In this paragraph, the idea that internet shopping may not be safe could be considered controversial. For this
reason, groundwork is laid before the final, topic sentence is stated.

Topic Sentence in the Middle of the Paragraph

The least common placement for a topic sentence is in the medial position. Placed here, a topic sentence can
provide a transition between two kinds of details, those appearing before the topic sentence and those
appearing after it. In this paragraph structure, the controlling idea may be of a cause/effect or
comparison/contrast nature. The topic sentence, then, serves the function of linking sets of related but different
data.

The following is a sample paragraph with the topic sentence in the medial position:

When a camera flash is used in a low-light environment, the subject's eyes may
appear red in the finished photograph. What is known as "red-eye" is the result of
light from the flash reflecting off the pupils of the eyes. The phenomenon of red-
eye can be lessened by using the red-eye reduction feature found on many
SLR cameras. This feature activates a lamp which shines a small light directly into
the subject's eyes. When this happens, the diameter of the pupil is reduced, thus
tightening the opening in the iris. Since a smaller pupil means a smaller host for the
reflection, the chances of red-eye occurring are greatly reduced.

In the above paragraph, the topic sentence is The phenomenon of red-eye can be lessened by using the red-
eye reduction feature found on many SLR cameras. It serves to connect information about the cause of red-
eye (found at the beginning of the paragraph) with information about how the problem can be alleviated (found
after the topic sentence).

Topic Sentence as First and Last Sentences

In this case, the final statement of the main idea is merely a restatement of the topic sentence. The lasts
statement reinforces the main idea but also reflects the conclusion of the writer.

The following sample paragraph is one that has a topic sentence at the beginning and at the end of the paragraph:

Throwing a clay pot, the age old art of making pottery on a wheel, is a
process that requires many steps. Assuming the potter does not have to make
his own clay, the first step toward the finished product is wedging the clay. Here,
the potter kneads the clay to prepare it for throwing. Wedging cannot be rushed. A
minimum of fifty turns is required to rid the clay of air pockets and align its
molecules. Once wedged and formed into a ball, the clay is thrown onto the center
of a potter's wheel. Now the material must be centered. Centering not only takes
strength but time as well. The clay must be coerced into a perfectly symmetrical
shape, dead center on the spinning wheel. To proceed with poorly centered clay is to
court certain disaster in the form of tilting, uneven pots, or worse, the total collapse
of the piece. When correctly centered, the clay is ready to be opened. To do this, the
potter finds the center of the clay and slowly sinks a rigid finger into the still-
spinning clay. Only now can the clay be shaped. With a steady but gentle hand, the
potter pulls up the sides of the pot until the desired height is reached. Now the
shaping is completed and the pot is ready to be dried, fired, and glazed. Thus, even
though a clay pot may appear simple to make, fashioning one by hand is a
long and sometimes tedious process.

The concluding sentence of this paragraph reminds the reader of the controlling idea of the paragraph, namely that
throwing a pot requires many steps. Note that the first and last sentences, while similar, are not identically phrased.
Topic sentences as Implied Main idea
Some paragraphs do not have a stated topic sentence. They are held together by an implied main idea, that
is, one that is hinted at and not stated outright. In this kind of construction, the details, or supporting
sentences, considered as a whole, comprise the main idea. This kind of paragraph does not build in any
particular direction.

On his inauguration day, Andrew Jackson mounted his horse and rode to the
White House, followed by a crowd of 10,000 visitors. The people pushed into the
White House, climbing on delicate furniture to see the new president. Excited
supporters trod on valuable rugs with muddy boots, turned over pieces of
furniture and broke expensive glassware. They pushed and shoved to get
next to the new president, who, after being backed helplessly against a wall,
climbed out a back window.

Topic Sentence: On Andrew Jackson’s inauguration day, his excited supporters destroyed valuable White House
property and even endangered the president.

THESIS STATEMENT:

 tells the reader how you will interpret the significance of the subject matter under discussion.
 is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
 directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the
subject itself.
 makes a claim that others might dispute.
 Your thesis statement cannot be an announcement.
o In this paper, I will discuss whether murderers should go to jail.
 Your thesis statement cannot be a fact.
o Murderers are people who kill other people.
 Your thesis statement must be something you have an opinion about and can argue.
o All murderers should go to jail.
 A strong thesis statement will:
o Take some sort of stand.
o Justify discussion of your topic.
o Express one main idea.
o Be specific.

If you have a great thesis statement, then you can easily create relevant and cohesive topic
sentences from each of the three supporting reasons. Each topic sentence should have some
form of tie-in and repetition of words to create flow in the text.

TOPIC 2 : PARAGRAPH
THE PARAGRAPH

 Is a unit of text that develops one idea or topic in specific detail

When writing a simple paragraph, take note that even though that you are composing a paragraph, it
still has similar parts with an entire essay.

A paragraph (same with an essay) also has:

a. Introduction, or the topic sentence – forecasts what the paragraph is going to be about.
b. Body – develops the idea in detail by giving specific support for it.
c. Conclusion – emphasizes the insight you have arrived at.

Order / Arrangement of Ideas in a Paragraph

1. Chronological (by time)

Organize details chronologically in a paragraph. Arrange them according to the passage of time – in other
words, in the order in which they occurred. Most of the time when you tell a story or explain how to do
something, use chronological order.
Paragraphs organized chronologically use such signal words first, then, next, and finally. Possible pattern:
Topic Sentence
First
Then
Next
Finally
 Example:
Paper training is an easy way to housebreak a puppy. First, locate a
box that is low enough for the puppy to climb in and out of easily. Then, line the box
with newspapers and place it in an area that is always available to the puppy. Next,
place the puppy in the box at regular intervals. As soon as the puppy begins to
understand what is required, scold him or her for making mistakes. Finally, praise
the puppy when he or she uses the box properly, and you will soon have a well-
trained puppy.

2. Spatial (by physical arrangement)

Arrange details as they appear in a particular place or by their relationship to each other in space. You
might describe someone’s outfit, for example, from head to toe, or recount your summer travels across the
country from the east coast to west coast. Beginning at one point and moving detail by detail around a specific
area is the simplest way of organizing by space.

This method uses signal words such as here, there, next, and beyond to help the reader move through the
paragraph smoothly and efficiently. Possible pattern:
Topic Sentence
Here
There
Next
Across
Beyond
Example:
The prison was ringing with angry men wanting attention. In the first
cell was a small prickly man who was yelling the loudest. He was banging a cup on
the bars to signal that he needed something to drink. The next cell held two men
who were trying to get their energy up to yell but couldn’t seem to make their vocal
chords work. The guard was grateful for this small favor. Across the room, a
ferocious-looking man waving a newspaper and demanding his rights. Opposite the
first cell was a generally quiet man who was reciting the names of people. All the
prisoners in this particular block were gearing up for quite a day.

3. Deductive (general to particular)

Paragraph begins with a general statement and then offer particular details to prove or explain the topic
sentence. The general-to-particular looks like this, although the number of details will vary. Possible pattern:
Topic Sentence
Detail
Detail
Detail

Example:
Over the last two years, I have become an adventurous person
because of my friend Taylor. When I met Taylor, she had just signed up for a
rock-climbing class, and it sounded so interesting that I joined too. We loved
climbing the amazingly tall rocks so much that we decided to try skydiving. We both
jumped out of a plane attached to qualified instructor; it was incredible. In fact,
we’ve been back four times. Now we are trying our hands at exploring the ocean
and are in the middle of scuba-diving lessons. By the time we are certified, we will
be off on a two-week vacation to South America, where we can participate in all
three exciting sports.

4. Inductive (particular to general)

Reverse order of particular to general is the most effect way to organize a paragraph. In this case, examples or
details start the paragraph and lead up to the topic sentence, which appears at the end of the paragraph.
This type of organization is particularly effective if you suspect that your reader might not agree with the final
point you are going to make or you need to lead your reader to your opinion slowly and carefully. A inductive
paragraph looks like this, although the number of details may vary:
Detail
Detail
Detail
Topic Sentence

Example:
Two sunny-side-up eggs, the whites rimmed with ruffled edges, lay in the
middle of the plate. Specks of red pimento and green pepper peeked out of a heap
of perfectly diced hash brown potatoes. Alongside lay strips of crispy, crinkly, maple-
flavored bacon. A tall glass of ice-cold orange juice stood to my left. A big mug of
streaming coffee was at my right. Then the biggest blueberry muffin in the universe
was delivered straight from the oven, its aroma curling to my nose. I broke it open
and spread it with real butter. Nobody makes breakfast like my mom!
 5. Climactic
Starts with a general statement that something of greater significance will follow. Each sentence
adds information until finally the most important statement, the culmination of all the word before, is given.

Example:
The university is obviously headed on a new course of action. It no
longer intends to mollycoddle the students. It will no longer tolerate faculty
incompetence. Even the administration is changing: The board is firing the president
and the deans.

TOPIC 3: ESSAY
WRITING AN INTRODUCTORY PARAGRAPH FOR YOUR ESSAY

Writing an Introduction

The Introduction is a very important section, in that it sets the expectations of the reader. While there is no one
formula for a good introduction, in general, an introduction to a formal paper of this type should accomplish the
following:

 An introduction should attract the reader's attention

 An introduction should tell the reader explicitly what the thesis (the point of the paper) is.
 An introduction should establish the significance of your point to the reader.
 An introduction can give a preview of how you are going to demonstrate your thesis

Here are some things to watch out for in your introduction:

 An introduction is not the place to introduce background or factual information

 An introduction should not be too long.
 Don't start your introduction with a dictionary definition
 Don't start out with a grand generalization

Introduction
The introduction should be designed to attract the reader's attention and give her or him an idea of the essay's
focus.
1. Begin with an attention grabber.
The attention grabber you use is up to you, but here are some ideas:

o Startling information
This information must be true and verifiable, and it doesn't need to be totally new to your readers.
It could simply be a pertinent fact that explicitly illustrates the point you wish to make.
If you use a piece of startling information, follow it with a sentence or two of elaboration.
o Anecdote
An anecdote is a story that illustrates a point.
Be sure your anecdote is short, to the point, and relevant to your topic. This can be a very effective
opener for your essay, but use it carefully.
o Dialogue
An appropriate dialogue does not have to identify the speakers, but the reader must understand the
point you are trying to convey. Use only two or three exchanges between speakers to make your
point. Follow dialogue with a sentence or two of elaboration.
o Summary Information
A few sentences explaining your topic in general terms can lead the reader gently to your thesis.
Each sentence should become gradually more specific, until you reach your thesis.

OTHER METHODS
Attention-getting openings
 An unusual/startling interesting facts or bit of information
 A meaningful quotation
 A rich, vivid description or image
 A fresh analogy or metaphor
 An interesting anecdote, story, or dramatic episode
 Interesting Statistics
 A thought-provoking question
 Beginning in the middle of the action

2. If the attention grabber was only a sentence or two, add one or two more sentences that will
lead the reader from your opening to your thesis statement.

3. Finish the paragraph with your thesis statement.

If the attention grabber was only a sentence or two, add one or two more sentences that will lead the reader from
your opening to your thesis statement. Typically, you finish the introductory paragraph with your thesis statement.
Examples of Common Methods of Introduction

 Begin with a broad, general statement of your topic and narrow down your thesis statement /
topic sentence.

Bookstores shelves today are crammed with dozens of different diet books. The
American public seems willing to try any sort of diet, especially the ones that
promise instant, miraculous results. Authors are more than willing to invent new fad
diets to cash in on this craze. Unfortunately, some of these fad diets are ineffective
or even unsafe. One of the worst diets is the Palm Beach plan. It is impractical, does
not achieve the results it claims, and is a sure route to poor nutrition.

 Start with an idea or a situation that is the opposite of the one you will develop.

When I decided to return to school at age thirty-five, I was not at all worried about
my ability to do the work. After all, I was a grown woman who had raised a family,
not a confused teenager fresh out of high school. But when I started classes, I
realized that those “confused teenagers” sitting around me were in much better
shape for college than I was. They still had all their classroom skills in bright, shiny
condition, while mine had grown rusty from disuse. I had to learn to locate
information in a library how to write a report, and even how to speak up in class
discussions.

 Explain the importance of your topic to the reader

Diseases like scarlet fever and whooping cough used to kill more young children
than any other causes. Today, however, child mortality due to disease has been
almost completely eliminated by medical science. Instead car accidents are the
number one killer of our children. And most of the children fatally injured in car
accidents were not protected by car seats, belts, or restraints of any kind. Several
steps must be taken to reduce the serious dangers car accidents pose to children.

 Use an incident or a brief story

Early Sunday morning, the young mother dressed her little girl warmly and gave her
a candy bar, a picture book, and a well-worn stuffed rabbit. Together they drove
downtown to a Methodist church. There the mother told the little girl to wait on the
stone steps until children began arriving for Sunday school. Then the young mother
drove off, abandoning her five-year-old because she could not cope with being a
parent anymore. This incident is one of thousands of cases of child neglect and
abuse that occur annually. Perhaps, the automatic right to become a parent should
no longer exist. Would-be parents should be forced to apply for parental licenses for
which they would have to meet three important choices.

 Ask one or more questions

What is love? How do we know that we are really in love? When we meet that
special person, how can we tell that our feelings are genuine and not merely
infatuation? And, if they are genuine, will these feelings last? Love, as we all know,
is difficult to define. But most people agree that true and lasting love involves far
mroe than mere physical attraction. Love involves mutual respect, the desire to give
rather than take, and the feeling of being wholly at ease.

 Use a quotation

“Fish and visitors,” wrote Benjamin Franklin, “begin to smell after three day.” Last
summer, when my sister came to spend their two-week vacation with us, I became
convinced that Franklin was right. After only three days of my family visit, i was
thoroughly sick of my brother-in-law’s lame jokes, my sister’s endless complaints
about her boss and their children’s constant invasion of our privacy.

Remember these when composing an INTRODUCTION:

 Should tell the reader explicitly what the point of the paper is.
 Should establish the significance of your point to the reader.
 Should give a preview of how you are going to demonstrate your thesis.
 It is not place to introduce background or factual information.
 Should not be too long.
 Don’t start your introduction with a dictionary definition.
 Don’t start out with a grand generalization
Sample Introduction of an essay

The function of the Introduction is to serve as a 'map' of the essay, outlining to your reader the main argument
and points which you develop in your essay. Most introductions begin with an orientation in the form of a brief
general statement that leads the reader into the topic showing how the specific topic relates to bigger issues or to
the discipline field. This is followed by your thesis statement, which is your concise response to the essay
question, then an outline of the argument presented in the essay. You may find it useful to think of an essay's
introduction as funnel shaped moving from the general to the specific. Here is an example:

Example of an essay introduction1

Essay Question: Italy on the eve of 1860 has often been described as an unlikely nation. Why?

On the eve of 1860 the word Italy described not a nation, but a geographical background
area. The peninsula was split into eight separate states, all independent of one orientation to
another. Economically, while the whole of Europe seemed to be surging ahead, the topic
Italy was lagging behind. At this time, Italy was seen as an unlikely nation
because of the many obstacles that lay in the way of unification. The main
obstacles were the dislike and distrust between the states and the "slowness of thesis
the great bulk of Italians to accept or even comprehend the idea of Italy" (Mack statement
Smith,1968: 2). There was also a lack of planning and common goals amongst
the minority of the population that supported and were prepared to fight for a outline of
unified country. This was exacerbated by the disagreement and dislike between argument
the leaders of Il Risorgimento, the Italian independence movement.

1
This essay has been adapted from material developed by R. Woodward-Kron, E. Thomson & J. Meek (2000)
Academic Writing: a language based guide (CD-ROM), University of Wollongong

STRUCTURE OF THE BODY PARAGRAPHS OF A TYPICAL FIVE–PARAGRAPH ESSAY

BODY

1. Includes supporting details to prove the point of the paragraph. They come after the topic sentence.
2. They give details to develop and support the main idea of the paragraph.
3. Supporting details give specific details, facts, examples or illustrations to support, prove, or explain the
main idea of the paragraph.
4. Supporting details should always provide all examples and information the audience will need to understand
your train of thought (explains or defines any terms the reader may not know)
5. Include interpretation to explain the supporting details, to show how the details relate to the point of the
paragraph, and to guide readers into understanding the details in the way you want them to be understood.

BODY – FIRST PARAGRAPH

The first paragraph of the body should include the strongest argument, most significant example, cleverest
illustration, or an obvious beginning point. The first sentence should contain the “reverse hook” which ties in
with the transitional hook at the end of the introductory paragraph. The subject for this paragraph should be in
the first or second sentence. This subject should relate to the thesis statement in the transitional hook to tie into
the second paragraph of the body.

BODY – SECOND PARAGRAPH

The second paragraph of the body should include the second strongest argument, second most significant
example, second cleverest illustration, or an obvious follow up of the first paragraph in the body. The first
sentence of this paragraph should contain the reverse hook, which ties in with the transitional hook at the end
of the first paragraph of the body. The topic for this paragraph should be in the first or second sentence. This
topic should relate to the thesis statement of the introductory paragraph. The last sentence in this paragraph
should include a transitional hook to tie into the third paragraph of the body.

BODY – THIRD PARAGRAPH

The third paragraph of the body should include the weakest argument, weakest example, weakest illustration,
or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should contain
the reverse hook, which ties in with the transitional hook at the end of the second paragraph. The topic for this
paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the
introductory paragraph. The last sentence in this paragraph should include a transitional hook that signals the
reader that this is the final major point being made in this essay. This hook also leads into the concluding
paragraph.
 WRITING A CONCLUSION

Conclusion
 Your conclusion wraps up your argument and leaves the reader with some final things to think about.
 Your conclusion should stem from what you have already written.
 Effective conclusions therefore often refer back to ideas presented in a paper’s introduction

Purpose of a Conclusion
 Should echo the major thesis without repeating words verbatim.
 Should move beyond TS to reflect on significance of ideas just presented.
 Should indicate why these ideas are important.

Effective Conclusions:
 Reflect on how topic relates to larger issues (in the novel, in society, in history)
 Show how topic affects the reader’s life
 Evaluate the concepts presented
 Issue a call for action on the part of the audience

COMMON METHODS OF CONCLUSION

 End with a summary and final thought

Online shopping at home, then, has several advantages. Such shopping is

convenient, saves you the money, and saves you time. It is not suprising that
growing numbers of people are doing the majority of their shopping on the Internet,
for everything from turnip seeds to televisions.

 Include a thought-provoking question or short series of questions.

What, then, will happen when most of the population will be over sixty years old?
Retirement policies could change dramatically, with the age-sixty-five testimonial
dinner and gold watch postponed for five or ten years. Even television would change
as the Red Bull generation replaces the Pepsi generation. Glamorous gray-haired
models would sell everything from toilet paper to televisions. New soap operas and
situation comedies would reveal the secrets of the “sunset years.” It will be a
different world indeed when the young find themselves outnumbered.

 End with a prediction or recommendation

If people stopped to think before acquiring pets, there would be fewer instances of
cruelty to animals. Many times, it is the people who adopt pets without considering
the expense and responsibility involved who mistreat and neglect their animals. Pets
are living creatures. They do not deserve to be treated carelessly as one would treat
a stuffed toy.

 A recommendation suggests what would should be done about a situation or a

problem.
Stereotypes such as the ditzy blonde, harried executive, and annoying in-law are
insulting enough to begin with. In magazine ads or television commercials, they
become even more insulting. Now these unfortunate characters are not just being
laughed at; they are being turned into hucksters to sell products to an unsuspecting
public. Consumers should boycott companies whose advertising continues to use
such stereotypes.

Outline of a five-paragraph essay:

Introductory Paragraph
1. Subtopic One
2. Subtopic Two
3. Subtopic Three
Transition
First Body: Supporting Paragraph
Restate Subtopic One
1. First Supporting Detail or Example
2. Second Supporting Detail or Example
3. Third Supporting Detail or Example
Transition
Second Body: Supporting Paragraph
Restate Subtopic Two
1. First Supporting Detail or Example
2. Second Supporting Detail or Example
3. Third Supporting Detail or Example
Transition
Third Body: Supporting Paragraph
Restate Subtopic Two
1. First Supporting Detail or Example
2. Second Supporting Detail or Example
3. Third Supporting Detail or Example
Transition
Concluding / Closing or Summary Paragraph
1. Synthesis of Subtopic One
2. Synthesis of Subtopic Two
3. Synthesis of Subtopic Three
 ESSAY STRUCTURE

Opening remarks introduce the subject to be discussed

The thesis statement presents the main idea of the essay INTRODUCTION
usually in the last sentence of the first paragraph.

Topic sentence (first point)

Support (details, facts, examples)

Topic sentence (second point)

BODY PARAGRAPHS
Support (details, facts, examples)

Topic sentence (second point)

Support (details, facts, examples)

The restatement of the thesis summarizes the essay’s main idea.

Closing remarks present the writer’s last thoughts on the subject CONCLUSION

Sample Essay:
More and more smokers today are aware of the serious risks smoking poses both for themselves and for the
nonsmokers around them. Many of them would like to quit but just do not think they can. However, several
strategies can help smokers achieve this goal.
The first and easiest strategy is substituting something for the cigarette that they have gotten used to
holding. Some people use a pencil, a straw, or a coin. I have a friend who started using a Japanese fan. There are
even special products available to keep people’s hands busy, such as worry beads and small rubber balls. Almost
any small object can work.
Next, people who quit smoking need to substitute something for the stimulation they get from cigarettes.
They might chew a strongly flavored sugarless gum, for example, or take fast, short breaths. Other people splash
their faces with ice cold water or do some light exercise. Some even claim that standing on their heads has helped.
The point is to find something that gives a physical jolt to the system.
A third strategy is to change habits associated with smoking. For example, people who associate cigarettes
with drinking coffee might temporarily switch to tea or another beverage with caffeine, while people who generally
smoke while on the telephone might try using email instead of making long-distance calls. Unfortunately, some
smoking – associated activities are difficult to eliminate. People who associate smoking with being in their cars
obviously cannot give up driving. The point, though, is to alter as many habits as possible to eliminate times when
one would normally reach for a cigarette.
Finally, most people who successfully quit smoking prepare themselves to resist temptation in moments of
stress or discomfort. Rather than reaching for a cigarette, they have another sort of treat ready for themselves.
Some people, understandably, choose candy or sweets of some kind, but these are not the best alternatives, for
obvious reasons. A better idea is to use the money saved by not buying cigarettes to purchase something to pamper
oneself with, such as expensive cologne or a personal CD player.
No one would say that it is easy to quit smoking, but this fact should not keep people from recognizing that
they can kick the habit. These four antismoking strategies have worked for many ex-smokers who recommend them
highly.