[b]Lesson Five: Introductions and Conclusions [b][b]Surprised to see introductions as the topic of our second-to-last lesson? [b]Most writers find that it is nearly impossible to write a good essay by [b]beginning with the introduction. The best leads often develop during and [b]after writers have written the remainder of the essay. [b]Maybe a fantastic introduction or conclusion is caught floating around in [b]the middle of your rough draft. Maybe you find that your essay does not [b]even need an introduction or conclusion (see sidebar). More likely, [b]however, it is in these later stages that you have a good sense of the way [b]your essay is shaping up, all the way to the nitty-gritty details. Since [b]beginnings and endings can be the most challenging and important part of [b]any piece of writing, you will want to take advantage of a completed rough [b]draft. [b]Part of the reason why introductions and conclusions are so difficult is [b]that writers tend to worry about them too much. Writing teachers give so [b]much attention to the need for a thorough introduction and a sharply drawn [b]conclusion that anxious essayists compensate by going overboard. They feel [b]that in order to appear mature and worldly, their essays must contain [b]profound insights and sweeping observations. [b]While your introduction and conclusion need not provide the answers to [b]every worldly problem, they do need to be engaging. Admissions officers may [b]spend just a few minutes reading your essay. Your introduction must grab [b]their interest from the beginning and your conclusion must make a lasting [b]impression. [b]1. Introductions [b]The emphasis on leading sentences in the previous essays should have [b]demonstrated the importance of introducing the theme of each paragraph and [b]reinforcing the structure of the essay. The most important leading sentence [b]of all, of course, is the first sentence of your essay. The words and [b]images you use must do more than simply announce the theme or topic of your [b]essay-they must engage the reader. You do not want an admissions officer to [b]start reading your essay and think, "Here we go again." If, after the first [b]sentence, the admissions counselor does not like what she sees, she may not [b]continue reading. [b]You do not have to begin by writing the lead. Often, you will spot the lead [b]floating around in the middle of your first draft. You can use many [b]different kinds of effective leads. You will find examples of some of them [b]listed below. Remember, too, that if you have segmented your essay into [b]distinct parts with different titles, you need to treat every segment as a [b]separate essay and find an effective lead for each. [b]Standard Lead [b]Standard leads are the most common leads used. A typical standard lead [b]answers one or more of the six basic questions: who, what, when, where, why [b]and how. They give the reader an idea of what to expect. A summary lead is [b]a kind of standard lead that answers most of these questions in one [b]sentence. The problem with this kind of lead is that, although it is a [b]logical beginning, it can be dull. The advantage is that it sets your [b]reader up for a focused and well-structured essay. If your essay lives up [b]to that expectation, the impact of your points is heightened. They are also [b]useful for shorter essays when you need to get to the point quickly. The [b]following is an example of a standard lead. [b]My background as an engineer and a Hispanic affords me a unique point of [b]reference from which a constructive engagement in the intellectual, [b]political, and social spheres at [school] will be enhanced. [b]Action Lead [b]This lead takes the reader into the middle of a piece of action. It is [b]perfect for short essays where space needs to be conserved or for narrative [b]essays that begin with a story. [b]When I began volunteering at the American Civil Liberties Union of [b]Michigan, I was a doctoral candidate in English literature, a budding [b]scholar of the early novel. [b]At the age of eighteen, I never expected to receive so much attention. [b]Personal or Revealing Lead [b]This lead reveals something about the writer. It is always written in the [b]first person and usually takes an informal, conversational tone: [b]I am an activist with a commitment to fighting for progressive causes [b]through legislation, policy, and grassroots organizing. [b]Creative Lead [b]These leads, when executed well, are more interesting by being obtuse or [b]funny. They can leave you wondering what the essay will be about, or make [b]you smile: [b]June 1987. [b]Quotation Lead [b]This type of lead can be a direct quotation or a paraphrase. It is most [b]effective when the quote you choose is unusual, funny, or obscure, and not [b]too long. Choose a quote with a meaning you plan to reveal to the reader as [b]the essay progresses. Some admissions officers caution against using this [b]kind of lead because it can seem that you are trying to impress them. Do [b]not use a proverb or cliché without good reason, and do not interpret the [b]quote in your essay. The admissions committee is more interested in how you [b]respond to it and what that response says about you: [b]How many a man has dated a new era in his life from the reading of a book. - [b]Thoreau [b]Dialogue Lead [b]This lead takes the reader into a conversation. It can take the form of an [b]actual dialogue between two people or can simply be a snippet of personal [b]thought: [b]"That's not fair." [b]Fact Lead [b]This lead gives the reader a fact or a statistic that is connected to the [b]topic of the essay or simply provides a piece of information about the [b]writer or a situation: [b]In December of 1988, Texas state District Court Judge Jack Hampton [b]sentenced a man convicted of double homicide to a term of thirty years. [b]2. Conclusions [b]The conclusion is your last chance to persuade the reader or impress upon [b]them your qualifications. Endings are the last experience an admissions [b]officer has with your essay, so you need to make those words and thoughts [b]count. You should not feel obligated to tie everything up into a neat bow. [b]The essay can conclude with some ambiguity, if appropriate, as long as it [b]offers insights. The aim is for the admissions officer to leave your essay [b]thinking, “That was a satisfying read.” Here are some Do’s and Don’ts [b]as you develop your conclusion. [b]DOs [b]· Expand upon the broader implications of your discussion. This [b]could include the following strategies: [b]o Consider linking your conclusion to your introduction to [b]establish a sense of balance by reiterating introductory phrases. [b]o Redefine a term used previously in your body paragraphs. [b]o End with a famous quote that is relevant to your argument. Do not [b]TRY to do this, as this approach is overdone. This should come naturally. [b]o Frame your discussion within a larger context or show that your [b]topic has widespread appeal. [b]· Tie the conclusion back to your introduction. A nice conclusion [b]makes use of the creativity you used in your introduction. If you used an [b]anecdote in your intro, use the conclusion to finish telling that story. [b]· Try to end on a positive note. You may want to restate your goals [b]in terms of how they will be fulfilled at the institution to which you are [b]applying. [b]DON'Ts [b]· Summarize. Since the essay is rather short to begin with, the [b]reader should not need to be reminded of what you wrote 300 words [b]beforehand. You do not need to wrap up your essay in a nice little package. [b]It should be an ending, not a summary. [b]· Use stock phrases. Phrases such as, “in conclusion,” “in [b]summary,” “to conclude,” belong only in dry, scientific writing. Don’t [b]use them. [b]· Try to Explain the Unexplainable. Your essay need not be so tidy [b]that you can answer why people die or why starvation exists -- you are not [b]writing a sitcom -- but it should forge some attempt at closure. [b]