In-Class Exercise #1: Two Introductions |
Instructions |
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Guidelines |
These introductions should both be for essays making the same argument. In other words, the issue with which you end the open-form introduction should be settled by the thesis with which you end the closed-form introduction. |
Do not start out, end up, or reach too high on the scale of abstraction. Broad claims about the topic — let alone life! — have no place here. |
Write your thesis in as compelling a way as possible. That starts with using a strong verb. A thesis that relies on to be, to have, or to do is not only dull but also makes your essay harder to write. |
A strong thesis tends to place its main point at the end, so it builds to a climax. Don’t allow your thesis to unspool like a ball of yarn dropped on the floor. |
Grammatical mistakes in your introduction immediately make your reader doubt your competence. Any kind of error in the sentence that defines your focus or in your thesis completely blows your credibility. Check your grammar (and spelling) carefully. |
Length and other requirements |
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When you have completed the exercise, e-mail me the document directly at rnanian@gmu.edu. You do not get credit if you fail to e-mail me the document by the time class ends. |