Sure, there’s no one right way to write an argument paper. It can be three paragraphs, nine, or even seventeen. It can be loaded with research. It can be full of voice and personal anecdotes. It can be intensely academic, with a formal objective perspective and thirty-two sources cited with MLA.
We want our students to understand the rich palette of tools available to them, and mentor texts, varied writing assignments, and encouragement to try new things are all so important.
But so is a place to start.
Just as I think the 5 paragraph essay isn’t dead, because we need it sometimes for skill foundations, I think a clear and simple formula for introductions can be really helpful for students who are struggling to write and organize a coherent argument.
Honestly, it’s the base I used for my English papers through my B.A. AND M.A. in English literature, and the one I made sure all my students knew how to use when they needed it. It’s the foundation for more complex options. So today, I’m going to talk you through it.
As you may know if you’ve been listening this month, we’re focused on argument right now because it’s our monthly theme over in The Lighthouse.
If you’re new to The Lighthouse, it’s the teacher community where I share all the curriculum I design and we talk about how to use it (and whatever is happening in our community members’ classrooms!).
It’s been my joy to work with thousands of teachers in The Lighthouse over the last five years, and be part of the amazing supportive community that has sprung up inside. The Lighthouse will be opening again next month, so if you find yourself feeling curious about what it’s like, be sure you’re signed up for my emails, as that’s the best way to make sure you don’t miss it.
Part One: Introducing the Four Pieces of the Introduction Puzzle
So, back to the introductions. I like to teach students that introductions are like a puzzle, with four core pieces.
Inside a basic intro, students will want to include a hook, smoothly mention the work(s) they’ll discuss alongside the author(s), their thesis statement, and what I call the organizing sentence, where they lay out their big ideas.
That makes it sound so quick and easy, but of course it takes time. Start with models as you explain the four parts. The hook captures the reader’s attention. The mention of author(s)/title(s) lets the reader know what work(s) you’ll be discussing. The thesis sets up the argument. The organizing sentence hits on the main points students will use to prove their thesis.
Addressing Each Part in Turn
Once you help students to see the repeating structure that sets up a paper, you can start addressing each one in turn.
The hook is so approachable, a good place to start. Give students examples of how they can capture attention while staying on topic. Warn them about overusing rhetorical questions. Have them practice writing hooks for different arguments related to a text you’ve read recently – in groups, in partners, on their own.
Next comes another easy one: mentioning the author(s) and title(s). This is just something to be checked off, but you can show students examples of how to do it well, and review the rules on when to italicize, underline, etc.
And now, of course, a big one: the thesis. Likely students are already pretty familiar with writing a thesis, but you can review the basics or push the envelope with them to help make sure they’re ready to write a good thesis. Maybe play a game of “Is it a Thesis?”
The last part of the introduction is the single sentence that will define the rest of their paper – the organizing sentence (or whatever you want to call it!). This sentence is where they touch on all their big points that will prove their argument. So this sentence can’t be written without an outline of their plan for the paper, including their main points and the evidence they’ll be using to prove them.
They may find that a little annoying, but it’s also kind of cool, if they can look at it the right way. Because once they write their introduction, they’re almost done with their whole paper. All they have to do is follow the blueprint they’ve already written with their 4-6 fabulous introductory sentences.
Model, Practice, Repeat
Once you’ve worked on each part of the introduction, just keep reviewing them and reminding students to use them every time you write. Have peer reviewers search out the four components and give feedback on them. Include them on your assignment sheet or in-class writing prompt. Include them on your rubric. With younger students, I like to assign just the intro a few times before even moving into full papers.
