Crafting the Introduction: Best Practices

Bringing it all together

• Introductions usually contain some mixture of these common conventions: opening context, thesis statements, aim statements and essay maps.
• Introductions use the above conventions as means to orient the reader, letting them know what to expect of the piece of writing that follows.

An example

The below example shows all four of the common introductory conventions in play:

OPENING CONTEXT→ Films and television shows set within versions of the zombie apocalypse frequently feature storylines of migration and escape. Characters might embark of their own volition in search of a cure, or they might be forced to flee by the arrival of malicious strangers. Generally, films portray these characters as travelling by foot or car, but not by bicycle. AIM STATEMENT→ This essay aims to explore how films help to marginalise the bicycle as a viable alternative to transport requiring oil-based fuels. THESIS STATEMENT→ This paper argues that the absence of bicycles in such films reflects the importance of oil in contemporary society. ESSAY MAP→ This paper first introduces the role of transport in several source films: The Road, 28 Days Later, Shaun of the Dead, and Zombie Land. It then argues that there is no clear reason in the context of the films why the characters would not use bicycles. Finally, the lack of bicycles in zombie films will be shown as reflective of a marginal status for this form of transport in ways that demonstrate the power of oil business over pop culture.

Remember, these four conventions can be adjusted to suit your needs. For example, a thesis statement without an aim statement will suffice for some papers. If writing a very short assignment, you might discover an essay map isn't as valuable (and indeed, it could be a poor use of a truly limited word count!).

Disciplinary differences

• The requirements of introductions across assignments and/or disciplines can vary, so pay attention to...
  • The language used, and expectations conveyed, in the assignment prompt;
  • The 'moves' authors in your field make near the beginning of academic articles.
• With time, you will learn to mix and match the elements that best suit the needs of the writing context at hand.
• Check with your teaching staff if unsure about pronouns and passive/active voice.
  • Some assignments call for a passive voice and avoidance of the first-person 'I/my' (i.e., 'An experiment was conducted', not 'I conducted an experiment').
  • However, an active voice that embraces the first-person 'I/my' will suit other assignments (i.e., 'I interpret this as a positive development', not 'The development was interpreted as positive').

First position = final edit

Always return your editorial eye to the introduction after editing the rest of your essay. Why? In short...

You must ensure the introduction reflects what you actually did and not what you thought you would do.

Because the intro comes first, it sets the marker's expectations of your intentions. A mismatch between the statement of your intentions (i.e., the intro) and the content itself causes confusion, and such a mismatch will lose you marks even if the essay's body is well developed and compelling.

Again, make sure to return to your introduction at the end of your editing and proofreading work. It's worth the effort!

Video workshops

To explore the ideas presented in this guide in video format, please check out the workshop recordings below.