Part I. General Introduction

I. An Introduction to Writing

1. Point and Support

1.1 An Important Difference Between Writing and Talking

In everyday conversation, you make all kinds of points or assertions. You say, for example, \\study habits keep getting me into trouble.\The points that you make concern personal matters as well as, at times, outside issues: \commercials are degrading to women\ college.\

The people you are talking with do not always challenge you to give reasons for your statements. They may know why you feel as you do, or they may already agree with you, or they simply may not want to put you on the spot; and so they do not always ask, \who read what you write may not know you, agree with you, or feel in any way obliged to you. If you want to communicate effectively with readers, you must provide solid evidence for any point you make. An important difference, then, between writing and talking is this: In writing, any idea that you advance must be supported with specific reasons or details.

Think of your readers as reasonable people. They will not take your views on faith, but they are willing to accept what you say as long as you support it. Therefore, remember to support with specific evidence any point that you make.

1.2 Point and Support in a Paragraph

In conversation, you might say to a friend who has suggested a movie, \the movies is just too much of a hassle. Parking, people, everything.\your friend may know what you are talking about so that you will not have to explain your statement. But in writing, your point would have to be backed up with specific reasons and details.

Below is a paragraph, written by a student named Diane Woods, on why moviegoing is a nuisance. A paragraph is a short paper of around 150 to 200 words. It usually consists of an opening point called a topic sentence followed by a series of sentences which support that point.

The Hazards of Moviegoing

Although I love movies, I've found that there are drawbacks to moviegoing.

One problem is just the inconvenience of it all. To get to the theater, I have to drive for at least fifteen minutes, or more if traffic is bad. It can take forever to find a parking spot, and then I have to walk across a huge parking lot to the theater. There I encounter long lines, sold-out shows, and ever-increasing prices. And I hate sitting with my feet sticking to the floor because of other people's spilled snacks. Another problem is my lack of self-control at the theater. I often stuff myself with unhealthy calorie-laden snacks. My choices might include a bucket of popcorn, a box of Milk Duds, a giant soda, or all three. The worst problem is some of the other moviegoers. Kids run up and down the aisle. Teenagers laugh and shout at the screen. People of all ages drop soda cups and popcorn tubs, cough and burp, and talk to one another. All in all, I would rather stay home and wait to see the latest movie hits on cable TV in the

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comfort of my own living room.

Notice what the supporting evidence does here. It provides you, the reader, with a basis for understanding why the writer makes the point that is made. Through this specific evidence, the writer has explained and successfully communicated the idea that moviegoing can be a nuisance.

The evidence that supports the point in a paper often consists of a series of reasons followed by examples and details that support the reasons. That is true of the paragraph above: Three reasons are provided, with examples and details that back up those reasons. Supporting evidence in a paper can also consist of anecdotes, personal experiences, facts, studies, statistics, and the opinions of experts.

Exercise：

The paragraph on moviegoing, like almost any piece of effective writing, has two essential parts: (1) A point is advanced, and (2) that point is then supported. Taking a minute to outline the paragraph will help you understand these basic parts clearly. Write in the following space the point that has been advanced in the paragraph. Then add the words needed to complete the outline of the paragraph.

Point: __________________________________________________________________ Support:

1. _____________________________________________________________________ a. Fifteen-minute drive to theater

b.____________________________________________________________________ c. Long lines, sold-out shows, and increasing prices

d.____________________________________________________________________ 2. Lack of self-control

a. Often stuff myself with unhealthy snacks b. Might have popcorn, candy, soda, or all three

3._____________________________________________________________________ a.___________________________________________________________________ b.___________________________________________________________________ c. People of all ages make noise.

1.3 Point and Support in an Essay

An excellent way to learn how to write clearly and logically is to practice the traditional college essay — a paper of about five hundred words that typically consists of an introductory paragraph, two to four supporting paragraphs (the norm in this book will be three), and a concluding paragraph. The central idea, or point, developed in any essay is called a thesis statement (rather than, as in a paragraph, a topic sentence). The thesis appears in the introductory paragraph, and the specific support for the thesis appears in the paragraphs that follow. The supporting paragraphs allow for a fuller treatment of the evidence that backs up the central point than would be possible in a single-paragraph paper.

1.4 Structure of the Traditional Essay

A Model Essay:

The following model will help you understand the form of an essay. Diane Woods, the writer of the paragraph on moviegoing, later decided to develop her subject more fully. Here is the essay that resulted.

The Hazards of Moviegoing

（Introductory paragraph）I am a movie fanatic. My friends count on me

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to know movie trivia (who was the pigtailed little girl in E.T.: The Extra-Terrestrial? Drew Barrymore) and to remember every big Oscar awarded since I was in grade school (best picture 1994? Forrest Gump). My friends, though, have stopped asking me if I want to go out to the movies. While I love movies as much as ever, the inconvenience of going out, the temptations of the theater, and the behavior of some patrons are reasons for me to wait and rent the video.

(First supporting paragraph )To begin with, I just don't enjoy the general

hassle of the evening. Since small local movie theaters are a thing of the past, I have to drive for fifteen minutes to get to the nearest multiplex. The parking lot is shared with several restaurants and a supermarket, so it's always jammed. I have to drive around at a snail's pace until I spot another driver backing out. Then it's time to stand in an endless line, with the constant threat that tickets for the show I want will sell out. If we do get tickets, the theater will be so crowded that I won't be able to sit with my friends, or we'll have to sit in a front row gaping up at a giant screen. I have to shell out a ridiculous amount of money—up to $8—for a ticket. That entitles me to sit while my shoes seal themselves to a sticky floor coated with spilled soda, bubble gum, and crushed Raisinets.

(Second supporting paragraph) Second, the theater offers tempting snacks

that I really don't need. Like most of us, I have to battle an expanding waistline. At home I do pretty well by simply not buying stuff that is bad for me. I can make do with snacks like celery and carrot sticks because there is no ice cream in the freezer. Going to the theater, however, is like spending my evening in a Seven-Eleven that's been equipped with a movie screen and comfortable seats. As I try to persuade myself to just have a diet Coke, the smell of fresh popcorn dripping with butter soon overcomes me. Chocolate bars the size of small automobiles seem to jump into my hands. I risk pulling out my fillings as I chew enormous mouthfuls of Milk Duds. By the time I leave the theater, I feel disgusted with myself.

(Third supporting paragraph)Many of the other patrons are even more of a

problem than the concession stand. Little kids race up and down the aisles, usually in giggling packs. Teenagers try to impress their friends by talking back to the screen, whistling, and making what they consider to be hilarious noises. Adults act as if they were at home in their own living room. They comment loudly on the ages of the stars and reveal plot twists that are supposed to be a secret until the film's end. And people of all ages create distractions. They crinkle candy

wrappers, stick gum on their seats, and drop popcorn tubs or cups of crushed ice and soda on the floor. They also cough and burp, squirm endlessly in their seats, file out for repeated trips to the rest rooms or concession stands, and elbow me out of the armrest on either side of my seat.

(Concluding paragraph)After arriving home from the movies one night, I

decided that I was not going to be a moviegoer anymore. I was tired of the problems involved in getting to the theater, resisting unhealthy snacks, and dealing with the patrons. The next day, I arranged to have premium movie channels installed as part of my cable TV service, and I also got a membership at

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my local video store. I may now see movies a bit later than other people, but I'll be more relaxed watching box office hits in the comfort of my own living room.

1.5 Parts of an Essay

\in college English. It is a composition of over five hundred words that consists of a one-paragraph introduction, a three-paragraph body, and a one-paragraph conclusion. The roles of these paragraphs are described and illustrated below.

1.5.1 Introductory Paragraph

The introductory paragraph of an essay should start with several sentences that attract the reader's interest. It should then advance the central idea, or thesis, that will be developed in the essay. The thesis often includes a plan of development — a \support the thesis. These supporting points should be listed in the order in which they will appear in the essay. In some cases, the plan of development is presented in a sentence separate from the thesis; in other cases, it is omitted.

Exercise：

1. In \interest?

a. First sentence

b. First two sentences c. First three sentences

2. In which sentence is the thesis of the essay presented? a. Third sentence b. Fourth sentence

3. Does the thesis include a plan of development? a. Yes b. No

4. Write the words in the thesis that announce the three major supporting points in the essay:

a. __________________________________________________________________________ b. ___________________________________________________________________________ c. __________________________________________________________________________

1.5.2 Body: Supporting Paragraphs

Most essays have three supporting points, developed at length over three separate paragraphs. (Some essays have two supporting points, others four or more. For the purposes of this book, your goal will be three supporting points unless your instructor indicates otherwise.) Each of the supporting paragraphs should begin with a topic sentence that states the point to be detailed in that paragraph. Just as a thesis provides a focus for an entire essay, a topic sentence provides a focus for a supporting paragraph.

Exercise:

1. What is the topic sentence for the first supporting paragraph of the model essay? _________________________________________________________________

2. The first topic sentence is then supported by the following details (fill in the missing details): a. Have to drive fifteen minutes

b. ___________________________________________________________________________ .

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