Strategies
Whenever we write, we draw on many different strategies to articulate what we have to say. We may DEFINE key terms, DESCRIBE people or places, and EXPLAIN how something is done. We may COMPARE one thing to another. Sometimes we may choose a pertinent story to NARRATE, and we may even want to include some DIALOGUE. The chapters that follow offer advice on how to use these AND OTHER BASIC STRATEGIES for developing and organizing the texts you write.


Beginning and Ending

Whenever we pick up something to read, we generally start by looking at the first few words or sentences to see if they grab our attention, and based on them we decide whether to keep reading. Beginnings, then, are important, both attracting readers and giving them some information about what's to come. When we get to the end of a text, we expect to be left with a sense of closure, of satisfaction—that the story is complete, our questions have been answered, the argument has been made. So endings are important, too. This chapter offers advice on how to write beginnings and endings.



Beginning

How you begin depends on your RHETORICAL SITUATION, especially your purpose and audience. Academic audiences generally expect your introduction to establish context, explaining how the text fits into some larger conversation, addresses certain questions, or explores an aspect of the subject. Most introductions also offer a brief description of the text's content, often in the form of a thesis statement. The following opening of an essay about "the greatest generation" does all of this:

Tom Brokaw called the folks of the mid-twentieth century the greatest generation. So why is the generation of my grandparents seen as this country's greatest? Perhaps the reason is not what they accomplished but what they endured. Many of the survivors feel people today "don't have the moral character to withstand a depression like that." This paper will explore the Great Depression through the eyes of ordinary Americans in the most impoverished region in the country, the American South, in order to detail how they endured and how the government assisted them in this difficult era.
—Jeffrey DeRoven, "The Greatest Generation:
The Great Depression and the American South"
If you're writing for a nonacademic audience or genre—for a newspaper or a Web site, for example—your introduction may need to entice your readers to read on by connecting your text to their interests through shared experiences, anecdotes, or some other attention-getting device. Cynthia Bass, writing a newspaper article about the Gettysburg Address on its 135th anniversary, connects that date—the day her audience would read it—to Lincoln's address. She then develops the rationale for thinking about the speech and introduces her specific topic: debates about the writing and delivery of the Gettysburg Address:

November 19 is the 135th anniversary of the Gettysburg Address. On that day in 1863, with the Civil War only half over and the worst yet to come, Abraham Lincoln delivered a speech now universally regarded as both the most important oration in U.S. history and the best explanation—"government of the people, by the people, for the people"—of why this nation exists.

We would expect the history of an event so monumental as the Gettysburg Address to be well established. The truth is just the opposite. The only thing scholars agree on is that the speech is short—only ten sentences—and that it took Lincoln under five minutes to stand up, deliver it, and sit back down.

Everything else—when Lincoln wrote it, where he wrote it, how quickly he wrote it, how he was invited, how the audience reacted— has been open to debate since the moment the words left his mouth.
—Cynthia Bass, "Gettysburg Address: Two Versions"


Ways of Beginning

Explain the larger context of your topic. Most essays are part of an ongoing conversation, so you might begin by outlining the positions to which your writing responds, as the following example from an essay about prejudice does:

The war on prejudice is now, in all likelihood, the most uncontroversial social movement in America. Opposition to "hate speech," formerly identified with the liberal left, has become a bipartisan piety. In the past year, groups and factions that agree on nothing else have agreed that the public expression of any and all prejudices must be forbidden. On the left, protesters and editorialists have insisted that Francis L. Lawrence resign as president of Rutgers University for describing blacks as "a disadvantaged population that doesn't have that genetic, hereditary background to have a higher average." On the other side of the ideological divide, Ralph Reed, the executive director of the Christian Coalition, responded to criticism of the religious right by calling a press conference to denounce a supposed outbreak of "name-calling, scapegoating, and religious bigotry." Craig Rogers, an evangelical Christian student at California State University, recently filed a $2.5 million sexual-harassment suit against a lesbian professor of psychology, claiming that anti-male bias in one of her lectures violated campus rules and left him feeling "raped and trapped."

In universities and on Capitol Hill, in workplaces and newsrooms, authorities are declaring that there is no place for racism, sexism, homophobia, Christian-bashing, and other forms of prejudice in public debate or even in private thought. "Only when racism and other forms of prejudice are expunged," say the crusaders for sweetness and light, "can minorities be safe and society be fair." So sweet, this dream of a world without prejudice. But the very last thing society should do is seek to utterly eradicate racism and other forms of prejudice.
—Jonathan Rauch, "In Defense of Prejudice"


State your thesis. Sometimes the best beginning is a clear THESIS stating your position, like the following statement in an essay arguing that under certain circumstances torture is necessary:

It is generally assumed that torture is impermissible, a throwback to a more brutal age. Enlightened societies reject it outright, and regimes using it risk the wrath of the United States.

I believe this attitude is unwise. There are situations in which torture is not merely permissible but morally mandatory. Moreover, these situations are moving from the realm of imagination to fact.

—Michael Levin, "The Case for Torture"
Forecast your organization. You might begin by briefly outlining the way in which you will organize your text. The following example offers background on the subject, an analysis of immigration patterns in the United States, and describes the points that the writer's analysis will discuss:

This paper analyzes the new geography of immigration during the twentieth century and highlights how immigrant destinations in the 1980s and 1990s differ from earlier settlement patterns. The first part of the analysis uses historical U.S. Census data to develop a classification of urban immigrant "gateways" that describes the ebb and flow of past, present, and likely future receiving areas. The remainder of the analysis examines contemporary trends to explore the recent and rapid settlement of the immigrant population in America's metropolitan gateways.

—Audrey Singer, "The Rise of New Immigrant Gateways"
Offer background information. If your readers may not know as much as you do about your topic, giving them information to help them understand your position can be important, as David Guterson does in an essay on the Mall of America:

Last April, on a visit to the new Mall of America near Minneapolis, I carried with me the public-relations press kit provided for the benefit of reporters. It included an assortment of "fun facts" about the mall: 140,000 hot dogs sold each week, 10,000 permanent jobs, 44 escalators and 17 elevators, 12,750 parking places, 13,300 short tons of steel, $1 million in cash disbursed weekly from 8 automatic-teller machines. Opened in the summer of 1992, the mall was built on the 78-acre site of the former Metropolitan Stadium, a five-minute drive from the Minneapolis–St. Paul International Airport. With 4.2 million square feet of floor space—including twenty-two times the retail footage of the average American shopping center—the Mall of America was "the largest fully enclosed combination retail and family entertainment complex in the United States."

—David Guterson, "Enclosed. Encyclopedic. Endured:
The Mall of America"
Define key terms or concepts. The success of an argument often hinges on how key terms are DEFINED. You may wish to provide definitions up front, as this page from an advocacy Web site, Health Care without Harm, does in a report on the hazards of fragrances in health-care facilities:

To many people, the word "fragrance" means something that smells nice, such as perfume. We don't often stop to think that scents are chemicals. Fragrance chemicals are organic compounds that volatilize, or vaporize into the air—that's why we can smell them. They are added to products to give them a scent or to mask the odor of other ingredients. The volatile organic chemicals (VOCs) emitted by fragrance products can contribute to poor indoor air quality (IAQ) and are associated with a variety of adverse health effects.

Health Care without Harm, "Fragrances"
Connect your subject to your readers' interests or values. You'll always want to establish common ground with your readers, and sometimes you may wish to do so immediately, in your introduction, as in this example:

We all want to feel safe. Most Americans lock their doors at night, lock their cars in parking lots, try to park near buildings or under lights, and wear seat belts. Many invest in expensive security systems, carry pepper spray or a stun gun, keep guns in their homes, or take self-defense classes. Obviously, safety and security are important issues in American life.

—Andy McDonie, "Airport Security: What Price Safety?"
Start with something that will provoke readers' interest. Anna Quindlen opens an essay on feminism with the following eye-opening assertion:

Let's use the F word here. People say it's inappropriate, offensive, that it puts people off. But it seems to me it's the best way to begin, when it's simultaneously devalued and invaluable.

Feminist. Feminist, feminist, feminist.

—Anna Quindlen, "Still Needing the F Word"
Start with an anecdote. Sometimes a brief NARRATIVE helps bring a topic to life for readers. See, for example, how an essay on the dozens, a type of verbal contest played by some African Americans, begins:

Alfred Wright, a nineteen-year-old whose manhood was at stake on Longwood Avenue in the South Bronx, looked fairly calm as another teenager called him Chicken Head and compared his mother to Shamu the whale.

He fingered the gold chain around his thin neck while listening to a detailed complaint about his sister's sexual abilities. Then he slowly took the toothpick out of his mouth; the jeering crowd of young men quieted as he pointed at his accuser.

"He was so ugly when he was born," Wright said, "the doctor smacked his mom instead of him."

—John Tierney, "Playing the Dozens"
Ask a question. Instead of a thesis statement, you might open with a question about the topic your text will explore, as this study of the status of women in science does:

Are women's minds different from men's minds? In spite of the women's movement, the age-old debate centering around this question continues. We are surrounded by evidence of de facto differences between men's and women's intellects—in the problems that interest them, in the ways they try to solve those problems, and in the professions they choose. Even though it has become fashionable to view such differences as environmental in origin, the temptation to seek an explanation in terms of innate differences remains a powerful one.

—Evelyn Fox Keller, "Women in Science: A Social Analysis"
Jump right in. Occasionally you may wish to start a narrative as close to the key action as possible. See how one writer jumps right into his profile of a blues concert:

Long Tongue, the Blues Merchant, strolls onstage. His guitar rides sidesaddle against his hip. The drummer slides onto the tripod seat behind the drums, adjusts the high-hat cymbal, and runs a quick, off-beat tattoo on the tom-tom, then relaxes. The bass player plugs into the amplifier, checks the settings on the control panel, and nods his okay. Three horn players stand off to one side, clustered, lurking like brilliant sorcerer-wizards waiting to do magic with their musical instruments.

—Jerome Washington, "The Blues Merchant"


Ending

Endings are important because they're the last words readers read. How you end a text will depend in part on your RHETORICAL SITUATION. You may end by wrapping up loose ends, or you may wish to give readers something to think about. Some endings do both, as Cynthia Bass does in her report on the disputes over the Gettysburg Address. In her two final paragraphs, she first summarizes the dispute and then shows its implications:

What's most interesting about the Lincoln-as-loser and Lincoln-as-winner versions is how they marshal the same facts to prove different points. The invitation asks Lincoln to deliver "a few appropriate remarks." Whether this is a putdown or a reflection of the protocol of the time depends on the "spin"—an expression the highly politicized Lincoln would have readily understood—which the scholar places on it.

These diverse histories should not in any way diminish the power or beauty of Lincoln's words. However, they should remind us that history, even the history of something as deeply respected as the Gettysburg Address, is seldom simple or clear. This reminder is especially useful today as we watch expert witnesses, in an effort to divine what the founders meant by "high crimes and misdemeanors," club one another with conflicting interpretations of the same events, the same words, the same precedents, and the same laws.

—Cynthia Bass, "Gettysburg Address: Two Versions"
Bass summarizes the dispute about Lincoln's Address and then moves on to discuss the role of scholars in interpreting historical events. Writing during the Clinton impeachment hearings, she concluded by pointing out the way in which expert government witnesses often offer conflicting interpretations of events to suit their own needs. The ending combines several strategies to bring various strands of her essay together, leaving readers to interpret her final words themselves.



Ways of Ending

Restate your main point. Sometimes you'll simply SUMMARIZE your central idea, as in this example from an essay arguing that we have no "inner" self and that we should be judged by our actions alone:

The inner man is a fantasy. If it helps you to identify with one, by all means, do so; preserve it, cherish it, embrace it, but do not present it to others for evaluation or consideration, for excuse or exculpation, or, for that matter, for punishment or disapproval.

Like any fantasy, it serves your purposes alone. It has no standing in the real world which we share with each other. Those character traits, those attitudes, that behavior—that strange and alien stuff sticking out all over you—that's the real you!

—Willard Gaylin, "What You See Is the Real You"
Discuss the implications of your argument. The following conclusion of an essay on the development of Post-it notes leads readers to consider how failure sometimes leads to innovation:

Post-it notes provide but one example of a technological artifact that has evolved from a perceived failure of existing artifacts to function without frustrating. Again, it is not that form follows function but, rather, that the form of one thing follows from the failure of another thing to function as we would like. Whether it be bookmarks that fail to stay in place or taped-on notes that fail to leave a once-nice surface clean and intact, their failure and perceived failure is what leads to the true evolution of artifacts. That the perception of failure may take centuries to develop, as in the case of loose bookmarks, does not reduce the importance of the principle in shaping our world.

—Henry Petroski, "Little Things Can Mean a Lot"
End with an anecdote, maybe finishing a NARRATIVE that was begun earlier in your text or adding one that illustrates the implications of your argument. See how Sarah Vowell uses a story to end an essay on students' need to examine news reporting critically:

I looked at Joanne McGlynn's syllabus for her media studies course, the one she handed out at the beginning of the year, stating the goals of the class. By the end of the year, she hoped her students would be better able to challenge everything from novels to newscasts, that they would come to identify just who is telling a story and how that person's point of view affects the story being told. I'm going to go out on a limb here and say that this lesson has been learned. In fact, just recently, a student came up to McGlynn and told her something all teachers dream of hearing. The girl told the teacher that she was listening to the radio, singing along with her favorite song, and halfway through the sing-along she stopped and asked herself, "What am I singing? What do these words mean? What are they trying to tell me?" And then, this young citizen of the republic jokingly complained, "I can't even turn on the radio without thinking anymore."

—Sarah Vowell, "Democracy and Things Like That"
Refer to the beginning. One way to bring closure to a text is to bring up something discussed in the beginning; often the reference adds to or even changes the original meaning. See, for example, how Barbara Kingsolver opens an essay arguing that the American flag symbolizes not only patriotism but also the desire for peace and the right to dissent with this anecdote:

My daughter came home from kindergarten and announced, "Tomorrow we all have to wear red, white, and blue."

"Why?" I asked, trying not to sound anxious.

"For all the people that died when the airplanes hit the buildings."

I said quietly, "Why not wear black, then? Why the colors of the flag, what does that mean?"

"It means we're a country. Just all people together."
She returns to this image at the end, where the final sentence takes on a new meaning:

Shortly after the September attacks, my town became famous for a simple gesture in which some eight thousand people wearing red, white, or blue T-shirts assembled themselves in the shape of a flag on a baseball field and had their photograph taken from above. That picture soon began to turn up everywhere, but we saw it first on our newspaper's front page. Our family stood in silence for a minute looking at that stunningly beautiful photograph of a human flag, trying to know what to make of it. Then my teenager, who has a quick mind for numbers and a sensitive heart, did an interesting thing. She laid her hand over part of the picture, leaving visible more or less five thousand people, and said, "In New York, that many might be dead." We stared at what that looked like—that many innocent souls, parti-colored and packed into a conjoined destiny—and shuddered at the one simple truth behind all the noise, which was that so many beloved, fragile lives were suddenly gone from us. That is my flag, and that's what it means: We're all just people, together.

—Barbara Kingsolver, "And Our Flag Was Still There"
Propose some action, as in the following conclusion of a report on the consequences of binge drinking among college students:

The scope of the problem makes immediate results of any interventions highly unlikely. Colleges need to be committed to large-scale and long-term behavior-change strategies, including referral of alcohol abusers to appropriate treatment. Frequent binge drinkers on college campuses are similar to other alcohol abusers elsewhere in their tendency to deny that they have a problem. Indeed, their youth, the visibility of others who drink the same way, and the shelter of the college community may make them less likely to recognize the problem. In addition to addressing the health problems of alcohol abusers, a major effort should address the large group of students who are not binge drinkers on campus who are adversely affected by the alcohol-related behavior of binge drinkers.

—Henry Wechsler et al., "Health and
Behavioral Consequences of Binge Drinking in College:
A National Survey of Students at 140 Campuses"


Considering the Rhetorical Situation

As a writer or speaker, you need to think about the message that you want to articulate, the audience you want to reach, and the larger context you are writing in.

PURPOSE Your purpose will affect the way you begin and end. If you're trying to persuade readers to do something, you may want to open by clearly stating your thesis and end by calling for a specific action.
AUDIENCE Who do you want to reach, and how does that affect the way you begin and end? You may want to open with an intriguing fact or anecdote to entice your audience to read a profile, for instance, whereas readers of a report may expect it to conclude with a summary of your findings.
GENRE Does your genre require a certain type of beginning or ending? Arguments, for example, often provide a statement of the thesis near the beginning; proposals typically end with a call for some solution.
STANCE What is your stance, and can your beginning and ending help you convey that stance? For example, beginning an argument on the distribution of AIDS medicine to underdeveloped countries with an anecdote may demonstrate concern for the human costs of the disease, whereas starting with a statistical analysis may suggest the stance of a careful researcher. Ending a proposal by weighing the advantages and disadvantages of the solution you propose may make you seem reasonable.
MEDIA / DESIGN Your medium may affect the way you begin and end. A web text, for instance, may open with a home page listing a menu of the site—and giving readers a choice of where they will begin. With a print text, you get to decide how it will begin and end.


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Guiding Your Reader

Traffic lights, street signs, and lines on the road help drivers find their way. Readers need similar guidance—to know, for example, whether they're reading a report or an argument, an evaluation or a proposal. They also need to know what to expect: What will the report be about? What perspective will it offer? What will this paragraph cover? What about the next one? How do the two paragraphs relate to each other? When you write, you need to provide cues to help your readers navigate your text and understand the points you're trying to make. This chapter offers advice on guiding your reader and, specifically, on using titles, thesis statements, topic sentences, and transitions.



Titles

A title serves various purposes, naming a text and providing clues to the content. It also helps readers decide whether they want to read further, so it's worth your while to come up with a title that attracts interest. Some titles include subtitles. You generally have considerable freedom in choosing a title but always you'll want to consider the RHETORICAL SITUATION to be sure your title serves your purpose and appeals to the audience you want to reach.
Some titles simply announce the subject of the text:

"Black Men and Public Space"
"Ain't I a Woman?"
"Why Colleges Shower Their Students with A's"
Nickel and Dimed

Some titles provoke readers or otherwise entice them to read:

"Kill 'Em! Crush 'Em! Eat 'Em Raw!"
"Thank God for the Atom Bomb"
"What Are Homosexuals For?"

Sometimes writers add a subtitle to explain or illuminate the title:

Aria: Memoir of a Bilingual Childhood
"Health and Behavioral Consequences of Binge Drinking in College: A National Survey
         of Students at 140 Campuses"
"From Realism to Virtual Reality: Images of America's Wars"
Sometimes when you're starting to write, you'll think of a title that helps you generate ideas and write. More often, though, a title is one of the last things you'll write, when you know what you've written and can craft a suitable name for your text.



Thesis Statements

A thesis identifies the topic of your text along with the claim you are making about it. A good thesis helps readers understand an essay. Working to create a sharp thesis can help you focus both your thinking and your writing. Here are three steps for moving from a topic to a thesis statement:

1. State your topic as a question. You may have an idea for a topic, such as "famine," "gas prices," or "the effects of creatine on athletes." Those may be good topics, but they're not thesis statements, primarily because none of them actually makes a statement. A good way to begin moving from topic to thesis statement is to style your topic as a question:

What can be done to prevent famine in Africa?

What causes fluctuations in gasoline prices?

What are the effects of creatine on athletes?
2. Then turn your question into a position. A thesis statement is an assertion—it takes a stand or makes a claim. Whether you're writing a report or an argument, you are saying, "This is the way I see . . . " or "This is what I believe about . . . " Your thesis statement announces your position on the question you are raising about your topic, so a relatively easy way of establishing a thesis is to answer your own question:

The most recent famine in Eritrea could have been avoided if certain measures had been taken.

Gasoline prices fluctuate for several reasons.

There are positive as well as negative effects of using creatine to enhance athletic performance.
3. Narrow your thesis. A good thesis is specific, guiding you as you write and showing your audience exactly what your essay will cover. The preceding thesis statements need to be qualified and focused—they need to be made more specific. For example:

The 1984 famine in Eritrea could have been avoided if farmers had received training in more effective methods and had had access to certain technology and if Western nations had provided more aid more quickly.

Gasoline prices fluctuate because of production procedures, consumer demand, international politics, and oil companies' policies.

When adult athletes use creatine, they become stronger and larger—with no known serious side effects.
Thesis statements are typically positioned at or near the end of the introduction of a text, to let readers know at the outset what you're claiming and what your text will be aiming to prove.



Topic Sentences

Just as a thesis announces your topic and your position, a topic sentence states the subject and focus of a paragraph. Good paragraphs focus on a single point, which is summarized in a topic sentence. Usually, but not always, the topic sentence begins the paragraph:

Graduating from high school or college is an exciting, occasionally even traumatic event. Your identity changes as you move from being a high school teenager to a university student or a worker; your connection to home loosens as you attend school elsewhere, move to a place of your own, or simply exercise your right to stay out later. You suddenly find yourself doing different things, thinking different thoughts, fretting about different matters. As recent high school graduate T. J. Devoe puts it, "I wasn't really scared, but having this vast range of opportunity made me uneasy. I didn't know what was gonna happen." Jenny Petrow, in describing her first year out of college, observes, "It's a tough year. It was for all my friends."

—Sydney Lewis, Help Wanted: Tales from the First Job Front
Sometimes the topic sentence may come at the end of the paragraph or even at the end of the preceding paragraph, depending on the way the paragraphs relate to one another. Other times a topic sentence will summarize or restate a point made in the previous paragraph, helping readers understand what they've just read as they move on to the next point. See how the linguist Deborah Tannen does this in the first paragraphs of an article on differences in men's and women's conversational styles:

I was addressing a small gathering in a suburban Virginia living room—a women's group that had invited men to join them. Throughout the evening, one man had been particularly talkative, frequently offering ideas and anecdotes, while his wife sat silently beside him on the couch. Toward the end of the evening, I commented that women frequently complain that their husbands don't talk to them. This man quickly concurred. He gestured toward his wife and said, "She's the talker in our family." The room burst into laughter; the man looked puzzled and hurt. "It's true," he explained. "When I come home from work I have nothing to say. If she didn't keep the conversation going, we'd spend the whole evening in silence."

This episode crystallizes the irony that although American men tend to talk more than women in public situations, they often talk less at home. And this pattern is wreaking havoc with marriage.

—Deborah Tannen, "Sex, Lies, and Conversation: Why Is It
So Hard for Men and Women to Talk to Each Other?"


Transitions

Transitions help readers move from thought to thought—from sentence to sentence, paragraph to paragraph. You are likely to use a number of transitions as you draft; when you're EDITING, you should make a point of checking transitions. Here are some common ones:

  • To show causes and effects: accordingly, as a result, because, consequently, hence, so, then, therefore, thus
  • To show comparisons: also, in the same way, like, likewise, similarly
  • To show contrasts or exceptions: although, but, even though, however, in contrast, instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand, still, yet
  • To show examples: even, for example, for instance, indeed, in fact, of course, such as
  • To show place or position: above, adjacent to, below, beyond, elsewhere, here, inside, near, outside, there
  • To show sequence: again, also, and, and then, besides, finally, furthermore, last, moreover, next, too
  • To show time: after, as soon as, at first, at the same time, before, eventually, finally, immediately, later, meanwhile, next, simultaneously, so far, soon, then, thereafter
  • To signal a summary or conclusion: as a result, as we have seen, finally, in a word, in any event, in brief, in conclusion, in other words, in short, in the end, in the final analysis, on the whole, therefore, thus, to summarize


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