essay three major parts

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What are the parts of an essay, how do i write an introduction, how do i write the body of my essay, how do i write the conclusion, how do i create a reference list, how do i improve my essay.

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Introduction
Each is made up of one or several paragraphs.
The purpose of this section is to introduce the topic and why it matters, identify the specific focus of the paper, and indicate how the paper will be organized.
To keep from being too broad or vague, try to incorporate a keyword from your title in the first sentence.
For example, you might tell readers that the issue is part of an important debate or provide a statistic explaining how many people are affected.
Defining your terms is particularly important if there are several possible meanings or interpretations of the term.
Try to frame this as a statement of your focus. This is also known as a purpose statement, thesis argument, or hypothesis.
The purpose of this section is to provide information and arguments that follow logically from the main point you identified in your introduction.
Identify the main ideas that support and develop your paper’s main point.
For longer essays, you may be required to use subheadings to label your sections.
Point: Provide a topic sentence that identifies the topic of the paragraph.
Proof: Give evidence or examples that develop and explain the topic (e.g., these may come from your sources).
Significance: Conclude the paragraph with sentence that tells the reader how your paragraph supports the main point of your essay.
The purpose of this section is to summarize the main points of the essay and identify the broader significance of the topic or issue.
Remind the reader of the main point of your essay (without restating it word-for-word).
Summarize the key ideas that supported your main point. (Note: No new information or evidence should be introduced in the conclusion.)
Suggest next steps, future research, or recommendations.
Answer the question “Why should readers care?” (implications, significance).
Find out what style guide you are required to follow (e.g., APA, MLA, Chicago) and follow the guidelines to create a reference list (may be called a bibliography or works cited).
Be sure to include citations in the text when you refer to sources within your essay.
Cite Your Sources - University of Guelph
Read assignment instructions carefully and refer to them throughout the writing process.
e.g., describe, evaluate, analyze, explain, argue, trace, outline, synthesize, compare, contrast, critique.
For longer essays, you may find it helpful to work on a section at a time, approaching each section as a “mini-essay.”
Make sure every paragraph, example, and sentence directly supports your main point.
Aim for 5-8 sentences or ¾ page.
Visit your instructor or TA during office hours to talk about your approach to the assignment.
Leave yourself time to revise your essay before submitting.
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Introduction

What characterises academic writing?
The heterogeneity of academic writing

Three-part essays

IMRaD essays
How to get started on your response paper
Student literature review
Annotated bibliography
Three versions of the RA
Examples of specificity within disciplines
Reviews (review articles and book reviews)
Popular science writing
Research posters
Grant proposals
Writing for Publication
Salutations
Structuring your email
Direct and indirect approaches
Useful email phrases
Language tips for email writers
Writing memos
Meeting terminology
The writing process
Identifying your audience
Using invention techniques
Research question
Thesis statement
Developing reading strategies
Taking notes
Identifying language resources
Choosing a writing tool
Framing the text: Title and reference list
Structure of the whole text
Structuring the argument
Structure of introductions
Structure within sections of the text
Structure within paragraphs
Signposting the structure
Using sources
What needs to be revised?
How to revise
Many vs. much
Other quantifiers
Quantifiers in a table
Miscellaneous quantifiers
Adjectives and adverbs
Capitalisation
Sentence fragment
Run-on sentences
What or which?
Singular noun phrases connected by "or"
Singular noun phrases connected by "either/or"
Connected singular and plural noun phrases
Noun phrases conjoined by "and"
Subjects containing "along with", "as well as", and "besides"
Indefinite pronouns and agreement
Sums of money and periods of time
Words that indicate portions
Uncountable nouns
Dependent clauses and agreement
Agreement with the right noun phrase
Some important exceptions and words of advice
Atypical nouns
The major word classes
The morphology of the major word classes
Words and phrases
Elements in the noun phrase
Classes of nouns
Determiners
Elements in the verb phrase
Classes of main verbs
Auxiliary verbs
Primary auxiliary verbs
Modal auxiliary verbs
Meanings of modal auxiliaries
Marginal auxiliary verbs
Time and tense
Simple and progressive forms
The perfect
Active and passive voice
Adjective phrases
Adverb phrases
Personal pronouns
Dummy pronouns
Possessive pronouns
Interrogative pronouns
Indefinite pronouns
Quantifiers
Prepositions and prepositional phrases
More on adverbials
The order of subjects and verbs
Subject-Verb agreement
Hyphen and dash
English spelling rules
Commonly confused words
Differences between British and American spelling
Vocabulary awareness
Useful words and phrases
Using abbreviations
Register types
Formal vs. informal
DOs & DON'Ts
General information on dictionary use
Online dictionary resources
What is a corpus?
Examples of the usefulness of a corpus
Using the World Wide Web as a corpus
Online corpus resources
Different kinds of sources
The functions of references
Paraphrasing
Summarising
Reference accuracy
Reference management tools
Different kinds of reference styles
Style format
Elements of the reference list
Documentary note style
Writing acknowledgements
What is academic integrity?
Academic integrity and writing
Academic integrity at LU
Different kinds of plagiarism
Avoiding plagiarism
About Awelu

Start here AWELU contents Student writing resources Research writing resources Administrative writing resources LU language policy
Genres Introduction The Nature of Academic Writing Student writing genres Writing in Academic Genres Writing for Publication Writing for Administrative Purposes
Writing The writing process Pre-writing stage Writing stage Rewriting stage
Language Introduction Common problems and how to avoid them Selective mini grammar Coherence Punctuation Spelling Focus on vocabulary Register and style Dictionaries Corpora - resources for writer autonomy References
Referencing Introduction Different kinds of sources The functions of references How to give references Reference accuracy Reference management tools Using a reference style Quick guides to reference styles Writing acknowledgements
Academic integrity What is academic integrity? Academic integrity and writing Academic integrity at LU Plagiarism

Essays consisting of an introduction, a main body (which may be divided into sections), and a conclusion are referred to as three-part essays. You may be used to this essay format from school.

In the introduction, the reader is introduced to the topic that will be discussed and to the argument that will be presented. After the introduction comes the main part of the text, where the analysis and discussion are carried out and results are presented. Depending on the length of the essay, this body section may or may not be divided into different sections, and the division may be thematic, chronological, or based on comparison and contrast, for instance. In the final part of the essay, the argument will be summed up and conclusions will be drawn from what has been discussed in the body.

Structure of the three-part essay

Each section of the text needs to be structured in a way that helps the reader understand the argument and the points that the writer wishes to make.

The main purpose of the introduction is to provide the reader with a clear idea of the focus and aim of the text. The topic of the essay/article is presented in the introduction, often accompanied by a thesis statement (the claim that the writer wishes to make). Depending on the type of essay, the introduction section also

provides the context/background of the argument
introduces the theoretical perspectives, terminology, etc. that will be used
explains how the writing will be organised

All the information in the introduction must be relevant to the points that are subsequently made in the body of the text. The introduction often starts with a broad, or general, description of the topic and then gradually narrows down to the specific focus of the essay. Read more about the structure of introductions, and learn about the CARS (Creating a Research Space) model here:

After the introduction comes the main part of the text, which is often referred to as the body. This is where the analysis and discussion will be carried out and where results are presented. Everything that is brought up in this part of the text relates back to what was presented in the introduction. Depending on discipline, aim and context, there are various ways of structuring the body of the text. A basic strategy is to deal with one thing at a time and to order the different issues that are brought up in a logical sequence that makes the argument easy to follow.

Depending on the length of the essay, the body may or may not be divided into different sections. Note that there is never a heading called "Body" in essays; this word is only used when talking about the essay format to signal that it is the bulk of the essay text.

In the final part of the essay, the argument is summed up and conclusions are drawn from what has been discussed. Generally, a conclusion should not contain any new facts or ideas, but instead provide a brief restatement of the main arguments that have been presented in the essay.

The conclusion might refer back to the introduction and comment on the thesis statement or the research questions presented there. In some texts, it is appropriate to include a look forward, in the form of suggestions for further study, for instance.

You can watch this video for more information about the three-part essay structure:

Instructional video from the free online MOOC "Writing in English at University" which was developed at Lund University in 2016.

Further help on writing a three-part essay

For further information and advice about different parts of the essay, see:

Structure of Introductions

How to Write an Essay/Parts

Parts of an Essay — Traditionally, it has been taught that a formal essay consists of three parts: the introductory paragraph or introduction, the body paragraphs, and the concluding paragraph. An essay does not need to be this simple, but it is a good starting point.

Introductory Paragraph [ edit | edit source ]

The introductory paragraph accomplishes three purposes: it captures the reader’s interest, it suggests the importance of the essay’s topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read:

You are telling the reader what you think are the most important points which need to be addressed in your essay. For this reason, you need to relate the introduction directly to the question or topic. A strong thesis is essential to a good essay, as each paragraph of your essay should be related back to your thesis or else deleted. Thus, the thesis establishes the key foundation for your essay. A strong thesis not only states an idea but also uses solid examples to back it up. A weak thesis might be:

As an alternative, a strong thesis for the same topic would be:

Then, you could separate your body paragraphs into three sections: one explaining the open-source nature of the project, one explaining the variety and depth of information, and a final one using studies to confirm that Wikipedia is indeed as accurate as other encyclopedias.

Tips [ edit | edit source ]

For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph.

A good thesis statement, for example, if you are writing about dogs being very good friends, you could put:

Here, X, Y, and Z would be the topics explained in your body paragraphs. In the format of one such instance, X would be the topic of the second paragraph, Y would be the topic of the third paragraph, and Z would be the topic of the fourth paragraph, followed by a conclusion, in which you would summarize the thesis statement.

Example [ edit | edit source ]

Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends . This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends.

Body Paragraphs [ edit | edit source ]

Each body paragraph begins with a topic sentence. If the thesis contains multiple points or assertions, each body paragraph should support or justify them, preferably in the order the assertions originally stated in the thesis. Thus, the topic sentence for the first body paragraph will refer to the first point in the thesis sentence and the topic sentence for the second body paragraph will refer to the second point in the thesis sentence. Generally, if the thesis sentence contains three related points, there should be three body paragraphs, though you should base the number of paragraphs on the number of supporting points needed.

If the core topic of the essay is the format of college essays, the thesis sentence might read:

The topic sentence for the first body paragraph might read:

Sequentially, the topic sentence for the second body paragraph might read:

And the topic sentence for the third body paragraph might read:

Every body paragraph uses specific details, such as anecdotes, comparisons and contrasts, definitions, examples, expert opinions, explanations, facts, and statistics to support and develop the claim that its topic sentence makes.

When writing an essay for a class assignment, make sure to follow your teacher or professor’s suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask.

Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, “There is no friend truer than a dog.” Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs.

It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete.

Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific style of the essay, you may be able to use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized.

Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide a basic background on a subject and, hopefully, to spark enough interest to induce further reading.

The above example is a bit free-flowing and the writer intended it to be persuasive. The second paragraph combines various attributes of dogs including protection and companionship. Here is when doing a little research can also help. Imagine how much more effective the last statement would be if the writer cited some specific statistics and backed them up with a reliable reference.

Concluding Paragraph [ edit | edit source ]

Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy.

As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher’s position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher’s attention and make your essay interesting, funny, or compelling.

In the above example, the focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of “tell them what you are going to say, say it, and then tell them what you have said,” you may find it more interesting and persuasive to shift away from it as the writer did here, and then, in the end, return to the core point of the essay. This gives an additional effect to what an audience would otherwise consider a very boring conclusion.

Book:How to Write an Essay

Test Yourself

Essay Organization Quiz
Sample Essay - Fairies
Sample Essay - Modern Technology

In a way, these academic essays are like a court trial. The attorney, whether prosecuting the case or defending it, begins with an opening statement explaining the background and telling the jury what he or she intends to prove (the thesis statement). Then, the attorney presents witnesses for proof (the body of the paragraphs). Lastly, the attorney presents the closing argument (concluding paragraph).

The Introduction and Thesis

There are a variety of approaches regarding the content of the introduction paragraph such as a brief outline of the proof, an anecdote, explaining key ideas, and asking a question. In addition, some textbooks say that an introduction can be more than one paragraph. The placement of the thesis statement is another variable depending on the instructor and/or text. The approach used in this lesson is that an introduction paragraph gives background information leading into the thesis which is the main idea of the paper, which is stated at the end.

The background in the introductory paragraph consists of information about the circumstances of the thesis. This background information often starts in the introductory paragraph with a general statement which is then refined to the most specific sentence of the essay, the thesis. Background sentences include information about the topic and the controversy. It is important to note that in this approach, the proof for the thesis is not found in the introduction except, possibly, as part of a thesis statement which includes the key elements of the proof. Proof is presented and expanded on in the body.

Some instructors may prefer other types of content in the introduction in addition to the thesis. It is best to check with an instructor as to whether he or she has a preference for content. Generally, the thesis must be stated in the introduction.

The thesis is the position statement. It must contain a subject and a verb and express a complete thought. It must also be defensible. This means it should be an arguable point with which people could reasonably disagree. The more focused and narrow the thesis statement, the better a paper will generally be.

If you are given a question in the instructions for your paper, the thesis statement is a one-sentence answer taking a position on the question.

If you are given a topic instead of a question, then in order to create a thesis statement, you must narrow your analysis of the topic to a specific controversial issue about the topic to take a stand. If it is not a research paper, some brainstorming (jotting down what comes to mind on the issue) should help determine a specific question.

If it is a research paper, the process begins with exploratory research which should show the various issues and controversies which should lead to the specific question. Then, the research becomes focused on the question which in turn should lead to taking a position on the question.

These methods of determining a thesis are still answering a question. It’s just that you pose a question to answer for the thesis. Here is an example.

Suppose, one of the topics you are given to write about is America’s National Parks. Books have been written about this subject. In fact, books have been written just about a single park. As you are thinking about it, you may realize how there is an issue about balancing between preserving the wilderness and allowing visitors. The question would then be Should visitors to America’s National Parks be regulated in order to preserve the wilderness?

One thesis might be There is no need for regulations for visiting America’s National Parks to preserve the wilderness.

Another might be There should be reasonable regulations for visiting America’s National Parks in order to preserve the wilderness.

Finally, avoid using expressions that announce, “Now I will prove…” or “This essay is about …” Instead of telling the reader what the paper is about, a good paper simply proves the thesis in the body. Generally, you shouldn’t refer to your paper in your paper.

Here is an example of a good introduction with the thesis in red:

Not too long ago, everyday life was filled with burdensome, time-consuming chores that left little time for much more than completing these tasks. People generally worked from their homes or within walking distance to their homes and rarely traveled far from them. People were limited to whatever their physical capacities were. All this changed dramatically as new technologies developed. Modern technology has most improved our lives through convenience, efficiency, and accessibility.

Note how the background is general and leads up to the thesis. No proof is given in the background sentences about how technology has improved lives.

Moreover, notice that the thesis in red is the last sentence of the introduction. It is a defensible statement.

A reasonable person could argue the opposite position: Although modern technology has provided easier ways of completing some tasks, it has diminished the quality of life since people have to work too many hours to acquire these gadgets, have developed health problems as a result of excess use, and have lost focus on what is really valuable in life.

Quick Tips:

The introduction opens the essay and gives background information about the thesis.

Do not introduce your supporting points (proof) in the introduction unless they are part of the thesis; save these for the body.

The thesis is placed at the end of the introductory paragraph.

Don’t use expressions like “this paper will be about” or “I intend to show…”

For more information on body paragraphs and supporting evidence, see Proving a Thesis – Evidence and Proving a Thesis – Logic, and Logical Fallacies and Appeals in Related Pages on the right sidebar.

Body paragraphs give proof for the thesis. They should have one proof point per paragraph expressed in a topic sentence. The topic sentence is usually found at the beginning of each body paragraph and, like a thesis, must be a complete sentence. Each topic sentence must be directly related to and support the argument made by the thesis.

After the topic sentence, the rest of the paragraph should go on to support this one proof with examples and explanation. It is the details that support the topic sentences in the body paragraphs that make the arguments strong.

If the thesis statement stated that technology improved the quality of life, each body paragraph should begin with a reason why it has improved the quality of life. This reason is called a topic sentence . Following are three examples of body paragraphs that provide support for the thesis that modern technology has improved our lives through convenience, efficiency, and accessibility:

Almost every aspect of our lives has been improved through convenience provided by modern technology. From the sound of music from an alarm clock in the morning to the end of the day being entertained in the convenience of our living room, our lives are improved. The automatic coffee maker has the coffee ready at a certain time. Cars or public transportation bring people to work where computers operate at the push of a button. At home, there’s the convenience of washing machines and dryers, dishwashers, air conditioners, and power lawn mowers. Modern technology has made life better with many conveniences.

Not only has technology improved our lives through convenience, it has improved our lives through efficiency. The time saved by machines doing most of the work leaves more time for people to develop their personal goals or to just relax. Years ago, when doing laundry could take all day, there wasn’t time left over to read or go to school or even just to take a leisurely walk. Nowadays, people have more time and energy than ever to simply enjoy their lives and pursue their goals thanks to the efficiency of modern technology.

Accessibility to a wide range of options has been expanded through modern technology. Never before could people cross a continent or an ocean in an afternoon. Travel is not the only way technology has created accessibility. Software which types from voice commands has made using computers more accessible for school or work. People with special needs have many new options thanks to modern technology such as special chairs or text readers. Actually, those people who need hearing aids as a result of normal aging have access to continued communication and enjoyment of entertainment they did not previously have. There are many ways technology has improved lives through increased accessibility.

Notice how these proof paragraphs stick to one proof point introduced in the topic sentences in red. These three paragraphs, not only support the original thesis, but go on to give details and explanations which explain the proof point in the topic sentence.

Quick Tips on Body Paragraphs

The body of your essay is where you give your main support for the thesis.

Each body paragraph should start with a Topic Sentence that is directly related to and supports the thesis statement.

Each body paragraph should also give details and explanations that further support the poof point for that paragraph.

Don’t use enumeration such as first, second, and third. The reader will know by the topic sentence that it is a new proof point.

See Proving the Thesis in Related Pages on the right sidebar for more information on proof.

The Conclusion

Instructors vary of what they expect in the conclusion; however, there is general agreement that conclusions should not introduce any new proof points, should include a restatement of the thesis, and should not contain any words such as “In conclusion.”

Some instructors want only a summary of the proof and a restatement of the thesis. Some instructors ask for a general prediction or implication of the information presented without a restatement of thesis. Still others may want to include a restatement along with a general prediction or implication of the information presents. Be sure to review assignment instructions or check with instructor. If your assignment instructions don’t specify, just sum up the proof and restate the thesis.

Example which sums up proof and restates thesis :

Modern technology has created many conveniences in everyday from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Modern technology has improved our lives through convenience, efficiency, and accessibility.

See how the thesis statement was restated in red. The two major arguments about the possible locations proven to be incorrect were also included to remind the reader of the major proof points made in the paper.

Example which makes a general prediction or implication of the information presented:

Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity. Here’s an example of a conclusion with a general prediction or implication statement with a restatement of thesis.

Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity. Modern technology has improved our lives through convenience, efficiency, and accessibility.

Quick Tips for Conclusions

The conclusion brings the essay to an end and is typically the shortest paragraph.
It is important to not introduce new ideas or information here.
Unless otherwise specified in your assignment, just sum up the proof and restate the conclusion.
Some instructors may want the concluding paragraph to contain a general prediction or observation implied from the information presented.
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Academic Writing

Introduction
Planning an Essay
Basic Essay Structure

Writing an Essay

Writing Paragraghs
Plagiarism This link opens in a new window

Basic academic essays have three main parts:

introduction

Video Explanation

Writing an Introduction

Section One is a neutral sentence that will engage the reader’s interest in your essay.
Section Two picks up the topic you are writing about by identifying the issues that you are going to explore.
Section Three is an indication of how the question will be answered. Give a brief outline of how you will deal with each issue, and in which order.

An introduction generally does three things. The first section is usually a general comment that shows the reader why the topic is important, gets their interest, and leads them into the topic. It isn’t actually part of your argument. The next section of the introduction is the thesis statement . This is your response to the question; your final answer. It is probably the most important part of the introduction. Finally, the last section of an introduction tells the reader what they can expect in the essay body. This is where you briefly outline your arguments .

Here is an example of the introduction to the question - Discuss how media can influence children. Use specific examples to support your view.

Writing Body Paragraphs

The topic sentence introduces the topic of your paragraph.
The sentences that follow the topic sentence will develop and support the central idea of your topic.
The concluding sentence of your paragraph restates the idea expressed in the topic sentence.

The essay body itself is organized into paragraphs, according to your plan. Remember that each paragraph focuses on one idea, or aspect of your topic, and should contain at least 4-5 sentences so you can deal with that idea properly.

Each body paragraph has three sections. First is the topic sentence . This lets the reader know what the paragraph is going to be about and the main point it will make. It gives the paragraph’s point straight away. Next, come the supporting sentences , which expand on the central idea, explaining it in more detail, exploring what it means, and of course giving the evidence and argument that back it up. This is where you use your research to support your argument. Then there is a concluding sentence . This restates the idea in the topic sentence, to remind the reader of your main point. It also shows how that point helps answer the question.

Writing a Conclusion

Re-read your introduction – this information will need to be restated in your conclusion emphasizing what you have proven and how you have proven it.
Begin by summarizing your main arguments and restating your thesis ; e.g. "This essay has considered….."
State your general conclusions, explaining why these are important.
The final sentences should draw together the evidence you have presented in the body of the essay to restate your conclusion in an interesting way (use a transitional word to get you started e.g. Overall, Therefore).

The last section of an academic essay is the conclusion. The conclusion should reaffirm your answer to the question, and briefly summarize key arguments. It does not include any new points or new information.

A conclusion has three sections. First, repeat the thesis statement . It won’t use the exact same words as in your introduction, but it will repeat the point: your overall answer to the question based on your arguments. Then set out your general conclusions , and a short explanation of why they are important. Finally, draw together the question, the evidence in the essay body, and the conclusion. This way the reader knows that you have understood and answered the question. This part needs to be clear and concise.

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Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

quotations and/or paraphrases from sources.
facts , e.g. statistics or findings from studies you’ve conducted.
narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
For example, your argument might be significant to studies of a certain time period .
Alternately, it might be significant to a certain geographical region .
Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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Gender pay gap in U.S. hasn’t changed much in two decades

The gender gap in pay has remained relatively stable in the United States over the past 20 years or so. In 2022, women earned an average of 82% of what men earned, according to a new Pew Research Center analysis of median hourly earnings of both full- and part-time workers. These results are similar to where the pay gap stood in 2002, when women earned 80% as much as men.

A chart showing that the Gender pay gap in the U.S. has not closed in recent years, but is narrower among young workers

As has long been the case, the wage gap is smaller for workers ages 25 to 34 than for all workers 16 and older. In 2022, women ages 25 to 34 earned an average of 92 cents for every dollar earned by a man in the same age group – an 8-cent gap. By comparison, the gender pay gap among workers of all ages that year was 18 cents.

While the gender pay gap has not changed much in the last two decades, it has narrowed considerably when looking at the longer term, both among all workers ages 16 and older and among those ages 25 to 34. The estimated 18-cent gender pay gap among all workers in 2022 was down from 35 cents in 1982. And the 8-cent gap among workers ages 25 to 34 in 2022 was down from a 26-cent gap four decades earlier.

The gender pay gap measures the difference in median hourly earnings between men and women who work full or part time in the United States. Pew Research Center’s estimate of the pay gap is based on an analysis of Current Population Survey (CPS) monthly outgoing rotation group files ( IPUMS ) from January 1982 to December 2022, combined to create annual files. To understand how we calculate the gender pay gap, read our 2013 post, “How Pew Research Center measured the gender pay gap.”

The COVID-19 outbreak affected data collection efforts by the U.S. government in its surveys, especially in 2020 and 2021, limiting in-person data collection and affecting response rates. It is possible that some measures of economic outcomes and how they vary across demographic groups are affected by these changes in data collection.

In addition to findings about the gender wage gap, this analysis includes information from a Pew Research Center survey about the perceived reasons for the pay gap, as well as the pressures and career goals of U.S. men and women. The survey was conducted among 5,098 adults and includes a subset of questions asked only for 2,048 adults who are employed part time or full time, from Oct. 10-16, 2022. Everyone who took part is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used in this analysis, along with responses, and its methodology .

The U.S. Census Bureau has also analyzed the gender pay gap, though its analysis looks only at full-time workers (as opposed to full- and part-time workers). In 2021, full-time, year-round working women earned 84% of what their male counterparts earned, on average, according to the Census Bureau’s most recent analysis.

Much of the gender pay gap has been explained by measurable factors such as educational attainment, occupational segregation and work experience. The narrowing of the gap over the long term is attributable in large part to gains women have made in each of these dimensions.

Related: The Enduring Grip of the Gender Pay Gap

Even though women have increased their presence in higher-paying jobs traditionally dominated by men, such as professional and managerial positions, women as a whole continue to be overrepresented in lower-paying occupations relative to their share of the workforce. This may contribute to gender differences in pay.

Other factors that are difficult to measure, including gender discrimination, may also contribute to the ongoing wage discrepancy.

Perceived reasons for the gender wage gap

A bar chart showing that Half of U.S. adults say women being treated differently by employers is a major reason for the gender wage gap

When asked about the factors that may play a role in the gender wage gap, half of U.S. adults point to women being treated differently by employers as a major reason, according to a Pew Research Center survey conducted in October 2022. Smaller shares point to women making different choices about how to balance work and family (42%) and working in jobs that pay less (34%).

There are some notable differences between men and women in views of what’s behind the gender wage gap. Women are much more likely than men (61% vs. 37%) to say a major reason for the gap is that employers treat women differently. And while 45% of women say a major factor is that women make different choices about how to balance work and family, men are slightly less likely to hold that view (40% say this).

Parents with children younger than 18 in the household are more likely than those who don’t have young kids at home (48% vs. 40%) to say a major reason for the pay gap is the choices that women make about how to balance family and work. On this question, differences by parental status are evident among both men and women.

Views about reasons for the gender wage gap also differ by party. About two-thirds of Democrats and Democratic-leaning independents (68%) say a major factor behind wage differences is that employers treat women differently, but far fewer Republicans and Republican leaners (30%) say the same. Conversely, Republicans are more likely than Democrats to say women’s choices about how to balance family and work (50% vs. 36%) and their tendency to work in jobs that pay less (39% vs. 30%) are major reasons why women earn less than men.

Democratic and Republican women are more likely than their male counterparts in the same party to say a major reason for the gender wage gap is that employers treat women differently. About three-quarters of Democratic women (76%) say this, compared with 59% of Democratic men. And while 43% of Republican women say unequal treatment by employers is a major reason for the gender wage gap, just 18% of GOP men share that view.

Pressures facing working women and men

Family caregiving responsibilities bring different pressures for working women and men, and research has shown that being a mother can reduce women’s earnings , while fatherhood can increase men’s earnings .

A chart showing that about two-thirds of U.S. working mothers feel a great deal of pressure to focus on responsibilities at home

Employed women and men are about equally likely to say they feel a great deal of pressure to support their family financially and to be successful in their jobs and careers, according to the Center’s October survey. But women, and particularly working mothers, are more likely than men to say they feel a great deal of pressure to focus on responsibilities at home.

About half of employed women (48%) report feeling a great deal of pressure to focus on their responsibilities at home, compared with 35% of employed men. Among working mothers with children younger than 18 in the household, two-thirds (67%) say the same, compared with 45% of working dads.

When it comes to supporting their family financially, similar shares of working moms and dads (57% vs. 62%) report they feel a great deal of pressure, but this is driven mainly by the large share of unmarried working mothers who say they feel a great deal of pressure in this regard (77%). Among those who are married, working dads are far more likely than working moms (60% vs. 43%) to say they feel a great deal of pressure to support their family financially. (There were not enough unmarried working fathers in the sample to analyze separately.)

About four-in-ten working parents say they feel a great deal of pressure to be successful at their job or career. These findings don’t differ by gender.

Gender differences in job roles, aspirations

A bar chart showing that women in the U.S. are more likely than men to say they're not the boss at their job - and don't want to be in the future

Overall, a quarter of employed U.S. adults say they are currently the boss or one of the top managers where they work, according to the Center’s survey. Another 33% say they are not currently the boss but would like to be in the future, while 41% are not and do not aspire to be the boss or one of the top managers.

Men are more likely than women to be a boss or a top manager where they work (28% vs. 21%). This is especially the case among employed fathers, 35% of whom say they are the boss or one of the top managers where they work. (The varying attitudes between fathers and men without children at least partly reflect differences in marital status and educational attainment between the two groups.)

In addition to being less likely than men to say they are currently the boss or a top manager at work, women are also more likely to say they wouldn’t want to be in this type of position in the future. More than four-in-ten employed women (46%) say this, compared with 37% of men. Similar shares of men (35%) and women (31%) say they are not currently the boss but would like to be one day. These patterns are similar among parents.

Note: This is an update of a post originally published on March 22, 2019. Anna Brown and former Pew Research Center writer/editor Amanda Barroso contributed to an earlier version of this analysis. Here are the questions used in this analysis, along with responses, and its methodology .

What is the gender wage gap in your metropolitan area? Find out with our pay gap calculator

Gender & Work
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Carolina Aragão is a research associate focusing on social and demographic trends at Pew Research Center

Women have gained ground in the nation’s highest-paying occupations, but still lag behind men

Diversity, equity and inclusion in the workplace, the enduring grip of the gender pay gap, more than twice as many americans support than oppose the #metoo movement, women now outnumber men in the u.s. college-educated labor force, most popular.

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ABOUT PEW RESEARCH CENTER Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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Screen Rant

X-men '97 episode 7 ending explained.

X-Men ’97 episode 7’s ending sets the stage for the three-part season 1 finale, revealing plenty about the show’s heroes, villains, and conflicts.

Warning! This article contains spoilers for X-Men '97 episode 7.

X-Men '97 episode 7 sets the stage for the season finale with key moments, reveals, and intense action sequences.
The introduction of a new villain, Bastion, alongside Mister Sinister, hints at a larger conflict in X-Men '97.
Cable's growing importance in X-Men '97 suggests he will play a vital role in the season finale against Bastion and the Prime Sentinels.

X-Men '97 episode 7's ending was filled with major moments, action sequences, and reveals that will lead the show into its season 1 finale. After the ending of X-Men '97 episode 6 , the return of Charles Xavier seemed to inspire hope that the X-Men would recover from the devastating attack on Genosha. However, X-Men '97 episode 7 focused squarely on the titular team as they picked up the pieces of X-Men '97 episode 5's character deaths , from the rage and fury of Rogue to the aid of Genosha provided by Cyclops and the team.

With only the three-episode finale left of X-Men '97 season 1, it seems more likely than ever that the central conflicts of the show will spill over into the story of X-Men '97 season 2 . This is supported by X-Men '97 episode 7's ending, which provided several reveals, including a new villain for the team to fight. Despite Mister Sinister being implied to be the mastermind behind the Genosha attack, X-Men '97 episode 7's ending reveals the villain has an ally who may prove to be more dangerous than any other foe the mutant team has faced thus far.

10 X-Men: The Animated Series Characters We Hope Still Appear In X-Men '97

X-men ’97 episode 7’s ending revealed a major new season 1 villain, mister sinister has been joined by another villain in x-men '97 episode 7's ending..

In X-Men '97 episode 7's ending, the team cornered Bolivar Trask in Madripoor. Trask revealed that Sinister manipulated him into giving the villain access to Master Mold, thus allowing the massacre of Genosha. That said, the reveal of the Prime Sentinels unveiled another villain working in cahoots with Sinsiter in X-Men '97: Bastion . Bastion is a common X-Men enemy from Marvel Comics, one who is linked to the Sentinels in a major way, explaining his utilization in X-Men '97 episode 7's ending.

In the comics, Bastion was originally introduced as a regular human named Sebastion Gilberti. After forming the anti-mutant strikeforce known as OZT, also featured in X-Men '97 episode 7, Bastion was captured by S.H.I.E.L.D. While in their custody, Bastion's mysterious past was revealed. As it turned out, Bastion was born as two separate entities, Master Mold and a futuristic Sentinel named Nimrod. After entering a mysterious crystal named the Siege Perilous during a fight with the X-Men, these two entities were combined into one, thus becoming Bastion.

However, Bastion had no memory of his former life and was raised as a human. Eventually, Bastion's inherent anti-mutant directives took over, forcing him into the life of villainy he had lived as Sebastion Gilberti. While this backstory is certainly extensive and could be simplified for X-Men '97 , one thing is clear: Bastion is season 1's primary villain alongside Mister Sinsiter.

The three-part finale of X-Men '97 season 1 could explore Bastion's backstory, setting up his reasoning for wanting to destroy the X-Men.

X-Men ’97’s Episode 7’s Prime Sentinels Explained

Bastion's plan to eradicate the x-men centers around beings known as prime sentinels..

After finding Trask in X-Men '97 episode 7's ending, Rogue seemingly kills him by dropping him from a roof in Madripoor. However, Trask returns as a robotic Prime Sentinel, a new creation of Bastion designed to wipe out mutants. These Prime Sentinels are taken directly from Marvel Comics as an evolution of the Sentinels that have long plagued the X-Men. In X-Men '97 episode 7's ending, the Prime Sentinels are depicted in a similar way.

As pointed out by Jean Grey, Trask's mind is almost imprisoned within the Prime Sentinel. In Marvel Comics, Prime Sentinels are a combination of humans and Sentinels that are activated by nanotech implants. This essentially makes the humans that host Prime Sentinels sleeper agents, able to be activated at will to eradicate mutants. As X-Men '97 episode 7 makes clear, Bolivar Trask is one of these Prime Sentinels and is activated by Bastion to defeat the X-Men.

X-Men ’97 Episode 7 Reveals Magneto is Alive & Imprisoned By Bastion

Magneto survived the attack on genosha, with x-men '97 episode 7 hinting at his dark future..

As has long been theorized after X-Men '97 episode 5, X-Men '97 episode 7's ending confirmed that Magneto survived the attack on Genosha. This reveal is not a happy one, however, with the show also revealing that Magneto is in the custody of Bastion. In X-Men '97 episode 7's ending, Bastion is shown speaking to the captured Magneto, who is bound by a power-dampening collar and other restraints. This begs the question of what Bastion plans for Magneto, with X-Men '97 episode 7's ending hinting at the answer.

This scene could hint that Bastion wishes to transform Magneto into a Prime Sentinel...

Bastion is shown shaving Magneto while explaining that heat allows human skin to soften. Bastion states that this is easier for him once he has to "get to work," meaning his transformation of humans into the sleeper agent Prime Sentinels. This scene could hint that Bastion wishes to transform Magneto into a Prime Sentinel, combining the immense powers of the robotic beings with the Omega-level mutant abilities of the master of magnetism. In achieving this, Magneto would likely return to the X-Men without knowledge of his implant until it is activated, reverting him to an unwitting villain of the team.

Magneto becoming a Prime Sentinel who cannot help but fight the X-Men would be a neat twist on his villainous ways from most X-Men stories.

X-Men ’97 Episode 7’s Ending Makes Cable A More Important Character

Cable's opposition to bastion seems to pin him as a vital part of x-men '97's season 1 finale..

After his appearances in X-Men '97 episodes 2 and 5, many have been wondering when Cable would become a more vital part of season 1's story. X-Men '97 episode 7's ending seems to provide this answer, with Cable arriving to defeat the Prime Sentinel of Bolivar Trask and warning the team of Bastion's involvement. Cable mentions that, unless the X-Men defeat Bastion, there will not be much of a future worth living in. This hints that X-Men '97' s Cable is aware of Bastion and that he will help the X-Men fight the villain in season 1's finale.

X-Men ’97 Episode 7 Hints Professor X’s Return May Not Be So Positive

Charles xavier's x-men '97 return could be used as a weapon against the team..

Bastion's reveal in X-Men '97 episode 7's ending brought the threat of Prime Sentinels with it, while also introducing another way the villain could harm the X-Men. Bastion is shown telling Mister Sinister that he managed to repair a satellite that enables communication with the Shi'ar. Using this satellite, Bastion learned that Professor X was still alive, with Sinister noting that he thought the former leader of the X-Men was killed by Henry Gyrich. Despite Charles' impending return to Earth being positive for the X-Men, Bastion hints he can use this as a way to attack the team further.

X-Men 97’s Huge Character Return Explained (& How He Can [SPOILER])

In X-Men '97 episode 7's ending, Bastion mentions that the X-Men have been selling the world a very big lie about Xavier's death. This hints that Bastion will expose that Charles is alive , which could adversely affect human perception of the X-Men. After all, Xavier's apparent death caused humans to sympathize with the mutant cause. If Bastion reveals that Xavier is alive and positions the latter's apparent death as a lie told by the X-Men, this sympathy will quickly turn to anger, resentment, and more hate that could make the X-Men's dream much more difficult to accomplish.

Did Those X-Men Die In X-Men '97 Episode 7's Ending?

X-men '97 episode 7's ending could have presented even more death for the team..

X-Men '97 episode 7's ending saw the team battling against a Prime Sentinel, which could have spelled the end for several characters. Mutants such as Rogue, Morph, Wolverine, Jean Grey, and Beast were all defeated by the Prime Sentinel. With the villain stating "mutant neutralized" after defeating each member of the team, many will wonder whether those X-Men were killed in X-Men '97 episode 7's ending.

All three episodes of X-Men '97 season 1's finale - "Tolerance is Extinction" - will air on Disney+ on May 1.

However, this is unlikely. After the many deaths of X-Men '97 episode 5's massacre, it is difficult to imagine the show killing more main characters with such disregard. One possibility, however, is that the Prime Sentinel can strip mutants of their powers. This would give a reason for Forge and Storm to team up with the team and restore their abilities for one final push against Sinister and Bastion. How the various X-Men will be affected after X-Men '97 episode 7's ending remains to be seen, setting up a tantalizing clash between the team and their new adversary.

X-Men '97

*Availability in US

Not available

X-Men '97 is the direct continuation of the popular 1990s animated series X-Men: The Animated Series. Taking up where the third season left off, Marvel's revival brings back famous mutants such as Wolverine, Storm, Rogue, Gambit, Cyclops, Beast, Magneto, and Nightcrawler, who fight villains like Mr. Sinister, the Sentinels, and the Hellfire Club.

Key Release Dates

Deadpool & wolverine, thunderbolts (2025), the fantastic four (2025), blade (2025), avengers: the kang dynasty, avengers: secret wars.

GKT103: General Knowledge for Teachers – Essays

The parts of an essay.

Now that we've examined the different kinds of essays, it's important to understand how all the pieces operate. Each part of an essay plays a particular role in conveying the writer's ideas to the reader. The following resource will show you how each part pulls together to create a unified essay.

How to Write an Essay

Parts of an Essay - Traditionally, it has been taught that a formal essay consists of three parts: the introductory paragraph or introduction, the body paragraphs, and the concluding paragraph. An essay does not need to be this simple, but it is a good starting point.

Introductory Paragraph

The introductory paragraph accomplishes three purposes: it captures the reader's interest, it suggests the importance of the essay's topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read:

A college essay has an introductory paragraph, several body paragraphs, and a concluding paragraph.

Wikipedia is a powerful resource in many ways.

As an alternative, a strong thesis for the same topic would be:

Wikipedia is a powerful resource because it allows users with knowledge in a specific area to share their knowledge, because it allows users to quickly find information about a vast array of topics, and because studies have confirmed that it is as accurate as any other encyclopedia.

Often, writing an introductory paragraph is the most difficult part of writing an essay. Facing a blank page can be daunting. Here are some suggestions for getting started. First, determine the context in which you want to place your topic. In other words, identify an overarching category in which you would place your topic, and then introduce your topic as a case-in-point. For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph. A good thesis statement, for example, if you are writing about dogs being very good friends, you could put:

A dog is an example of a very good friend because of X, Y, and Z.

As we travel through our lives, we will identify many people as friends. In truth, most of these individuals are simply acquaintances. They will enter and depart from our existence as matters of mutual convenience. True friends will be there for you always. There is no friend truer than a dog.

Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends. This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends.

Body Paragraphs

The topic sentence for the first body paragraph might read:

The first paragraph of an essay is the introductory paragraph.

Sequentially, the topic sentence for the second body paragraph might read:

The introductory paragraph is followed by several body paragraphs.

And the topic sentence for the third body paragraph might read:

The college essay's final paragraph is its concluding paragraph.

When writing an essay for a class assignment, make sure to follow your teacher or professor's suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask. Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, "There is no friend truer than a dog". Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs. It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete. Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific style of the essay, you may be able to use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized. Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide a basic background on a subject and, hopefully, to spark enough interest to induce further reading.

A true friend will be there for you whenever you need them. Any dog owner will say that there is nobody that will stick with you through thick and thin as much as a dog. My own dog can barely contain her joy when I come home from a hard day. Regardless of my mood, and my attitude towards her, she is always happy when I am home, and that is usually enough to make me feel better about everything.

True friends will help you when you are in need. Whether it is to protect their owner against some sort of threat or to help a blind person walk across the street, dogs are the most reliable companion a person could have. Few villains would attack a person walking a dog at night, and statistics show that homes with dogs are among the least likely to be broken into parts

Concluding Paragraph

The concluding paragraph usually restates the thesis and leaves the reader something about the topic to think about. If appropriate, it may also issue a call to act, inviting the reader to take a specific course of action with regard to the points that the essay presented. Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy.

As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher's position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher's attention and make your essay interesting, funny, or compelling.

It is no accident that many people consider their dogs as part of their family. Just like every other member, dogs contribute to the happiness and well-being of the home, making the burdens of caring for them well worth the effort. Dogs deserve love and respect every bit as much as they love and respect us. After all, what more can a friend be?

In the above example, the focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of "tell them what you are going to say, say it, and then tell them what you have said," you may find it more interesting and persuasive to shift away from it as the writer did here, and then, in the end, return to the core point of the essay. This gives an additional effect to what an audience would otherwise consider a very boring conclusion.

Almost half of all major Chinese cities are sinking, study says

Almost half of China's major cities are sinking, a new study has found.
Around 45% of China's urban land is sinking faster than 3 mm per year.
Water extraction is likely the main reason behind it, Robert Nicholls, a climate adaptation professor, said.

Almost half of China's major cities are sinking, putting millions of locals at risk of flooding, according to a new study published in the journal Science this week.

The study found that 45% of China's urban land was sinking faster than 3 mm a year, while 16% was sinking at a rate of more than 10 mm a year.

The study authors looked at 82 Chinese cities with populations of more than 2 million and used radar pulses from satellites to identify any changes in the distance between the satellite and the ground.

They then measured how the cities' elevations had changed between 2015 and 2022.

They found that China's largest city, Shanghai, was continuing to subside despite already sinking around 3 m over the past 100 years.

Watch: Why sinkholes swallow roads and cities

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Rep. Ilhan Omar’s Daughter Suspended for Involvement in Columbia Protest

Isra Hirsi, the Democratic congresswoman’s daughter, was part of a tent encampment, organized to protest the war in Gaza, that has escalated tensions on campus.

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Isra Hirsi, wearing a dark top and colorful skirt and holding a microphone, sits onstage in front of a red backdrop.

By Sharon Otterman and Anna Betts

April 18, 2024

Isra Hirsi, the daughter of Representative Ilhan Omar of Minnesota, is among several Barnard students who have been suspended for participating in a pro-Palestinian encampment at Columbia University.

The camp, which includes dozens of tents pitched on the campus’s South Lawn in protest against Israeli actions in Gaza, has created a standoff between administrators and students on the Ivy League campus. Dozens of students were arrested on Thursday, after the university notified them that they would be suspended if they refused to move and the students vowed to remain in place.

Ms. Hirsi posted on social media around 11:30 a.m. on Thursday that she was one of three students suspended so far for participating in the protest, which began on Wednesday, the day the university’s president, Nemat Shafik, appeared before Congress to discuss antisemitism on campus.

At the congressional hearing, Dr. Shafik told lawmakers that she would enforce rules about unauthorized protests and antisemitism. Ms. Omar, who is on the committee that held the hearing and who did not mention that her daughter was among the pro-Palestinian protesters, was one of several Democrats who questioned Ms. Shafik about her actions toward Palestinian and Muslim students.

Ms. Hirsi, 21, said on social media that she was an organizer with Columbia University Apartheid Divest, the student coalition that has been pushing the university to cut ties with companies that support Israel. Such divestment is the key demand of protesters in the encampment. She is also involved with the Columbia chapter of Students for Justice in Palestine, one of two student groups that was suspended in November for holding unauthorized protests.

“I have never been reprimanded or received any disciplinary warnings,” she wrote. “I just received notice that I am 1 of 3 students suspended for standing in solidarity with Palestinians facing a genocide.”

Ms. Hirsi is a junior majoring in sociology. Two other Barnard students, Maryam Iqbal, 18, a freshman, and Soph Dinu, 21, a junior majoring in religion, were also suspended, protest organizers said.

During the congressional hearing on Wednesday, Ms. Omar questioned Dr. Shafik about why pro-Palestinian students on campus had been evicted, suspended, harassed and intimidated for their participation in a pro-Palestinian event. Dr. Shafik responded that it was a very serious situation and that the suspended students had refused to cooperate with an investigation into an event where people spoke in support of Hamas.

Ms. Omar also asked about an alleged chemical attack on pro-Palestinian protesters . Dr. Shafik said that she had reached out to the students who had been attacked, but that the investigation was still with the police. Ms. Hirsi was among the students who was sprayed with an odorous substance, organizers said.

At one point, Ms. Omar asked Dr. Shafik if she had seen any protests at Columbia that were anti-Muslim, anti-Arab, anti-Palestinian or against Jewish people, to which Dr. Shafik responded “no.”

“There has been a rise in targeting and harassment against antiwar protesters,” Ms. Omar said during the hearing, adding, “There has been a recent attack on the democratic rights of students across the country.”

Sharon Otterman is a Times reporter covering higher education, public health and other issues facing New York City. More about Sharon Otterman

Anna Betts reports on national events, including politics, education, and natural or man-made disasters, among other things. More about Anna Betts

Our Coverage of the Israel-Hamas War

News and Analysis

The United Nations’ human rights office called for an independent investigation into two mass graves found after Israeli forces withdrew from hospitals in Gaza, including one discovered days ago over which Israeli and Palestinian authorities offered differing accounts.

After weeks of delays, negotiations and distractions, Israel appeared to hint that its assault of Rafah — a city teeming with more than a million displaced persons above ground and riddled with Hamas tunnels below — was all but inevitable. Here’s how it might unfold .

Germany said that it would resume funding for the main U.N. agency aiding Palestinians in Gaza, known as UNRWA, after an independent review found that Israel had not provided evidence of an allegation that led many donor nations to withdraw support.

The United Nations says famine is likely to set in by May in Gaza. For those living under Israel’s attacks and a crippling blockade, every day is a race against time. Here’s how two Palestinian families try to keep their children alive.

A Generational Clash on Seder: At Passover Seders, many families addressed the war in Gaza , leading to rising tensions, while 200 New Yorkers from pro-Palestinian Jewish groups were arrested after rallying near Chuck Schumer’s home to protest aid to Israel.

PEN America’s Fallout: The free expression group PEN America has canceled its 2024 literary awards ceremony following months of escalating protests over the organization’s response to the war in Gaza , which has been criticized as overly sympathetic to Israel.

Fears Over Iran Buoy Netanyahu: The Israeli prime minister lost considerable support after the Hamas-led Oct. 7 attacks on Israel. Tensions with Iran have helped him claw some of it back.

A Surprising Rift: The Israel-Hamas war, which has roiled cultural and political institutions far beyond the Middle East, is causing divisions in a prominent Japanese American group .

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