19 More About the Basic Elements of a First Draft

If you have been using the information in this chapter step by step to help you develop an assignment, you may already have a topic outline to direct your writing. Knowing what a first draft looks like will help you make the creative leap from the outline to the first draft. A first draft should include the following elements:

• An introduction that piques the audience’s interest, tells what the essay is about, and motivates readers to keep reading.
• A thesis statement that presents the main point, or controlling idea, of the entire piece of writing.
• A topic sentence in each paragraph that states the main idea of the paragraph and implies how that main idea connects to the thesis statement.
• Supporting sentences in each paragraph that develop or explain the topic sentence. These can be specific facts, examples, anecdotes, or other details that elaborate on the topic sentence.
• A conclusion that reinforces the thesis statement and leaves the audience with a feeling of completion.

These elements follow the standard five-paragraph essay format, which you probably first encountered in high school. This basic format is valid for most essays you will write in college, even much longer ones.

The Role of Topic Sentences

Topic sentences make the structure of a text and the writer’s basic arguments easy to locate and comprehend. In college writing, using a topic sentence in each paragraph of the essay is the standard rule. However, the topic sentence does not always have to be the first sentence in your paragraph even if it the first item in your formal outline.

The topic sentence can be the first, middle, or final sentence in a paragraph. The assignment’s audience and purpose will often determine where a topic sentence belongs. When the purpose of the assignment is to persuade, for example, the topic sentence should be the first sentence in a paragraph. In a persuasive essay, the writer’s point of view should be clearly expressed at the beginning of each paragraph.

Choosing where to position the topic sentence depends not only on your audience and purpose but also on the essay’s arrangement, or order. When you organize information according to order of importance, the topic sentence may be the final sentence in a paragraph. All the supporting sentences build up to the topic sentence. Chronological order may also position the topic sentence as the final sentence because the controlling idea of the paragraph may make the most sense at the end of a sequence.

When you organize information according to spatial order, a topic sentence may appear as the middle sentence in a paragraph. An essay arranged by spatial order often contains paragraphs that begin with descriptions. A reader may first need a visual in his or her mind before understanding the development of the paragraph. When the topic sentence is in the middle, it unites the details that come before it with the ones that come after it.

As you read critically throughout the writing process, keep topic sentences in mind. Developing topic sentences and thinking about their placement in a paragraph will prepare you to write the rest of the paragraph.

The Role of Paragraphs

The paragraph is the main structural component of an essay as well as other forms of writing. Each paragraph of an essay adds another related main idea to support the writer’s thesis, or controlling idea. Each related main idea is supported and developed with facts, examples, and other details that explain it. By exploring and refining one main idea at a time, writers build a strong case for their thesis.

Students often ask the question: “How long should a paragraph be?” One answer to this important question may be “long enough”—long enough for you to address your points and explain your main idea. To grab attention or to present succinct supporting ideas, a paragraph can be fairly short and consist of two to three sentences. A paragraph in a complex essay about some abstract point in philosophy or archaeology can be three- quarters of a page or more in length. As long as the writer maintains close focus on the topic and does not ramble, a long paragraph is acceptable in college-level writing. In general, try to keep the paragraphs longer than one sentence but shorter than one full page of double-spaced text.

Journalistic style often calls for brief two- or three-sentence paragraphs because of how people read the news, both online and in print. Blogs and other online information sources often adopt this paragraphing style, too. Readers often skim the first paragraphs of a great many articles before settling on the handful of stories they want to read in detail.

You may find that a particular paragraph you write may be longer than one that will hold your audience’s interest. In such cases, you should divide the paragraph into two or more shorter paragraphs, adding a topic statement or some kind of transitional word or phrase at the start of the new paragraph. Transition words or phrases show the connection between the two ideas.

In all cases, however, be guided by what your instructor wants and expects to find in your draft. Many instructors will expect you to develop a mature college-level style as you progress through the semester’s assignments.

Starting Your First Draft

Now we are finally ready to look over Tuyet’s shoulder as she begins to write her essay about digital technology and the confusing choices that consumers face. As she does, you should have in front of you your outline, with its thesis statement and topic sentences, and the notes you wrote earlier in this lesson on your purpose and audience. Reviewing these will put both you and Tuyet in the proper mind-set to start.

The following is Tuyet’s thesis statement:

Everyone wants the newest and the best digital technology, but the choices are many, and the specifications are often confusing.

Here are the notes that Tuyet wrote to herself to characterize her purpose and audience:

Purpose: My purpose is to inform readers about the wider variety of consumer digital technology available in stores and to explain why the specification for these products, expressed in numbers that average consumers don’t understand, often cause bad or misinformed buying decisions.

Audience: My audience is my instructor and members of this class. most of them are not heavy into technology except for the usual laptops, cell phones, and MP3 players, which are not topics I’m writing about. I’ll have to be as exact and precise as I can be when I explain possibly unfamiliar product specification. At the same time, they’re more with it electronically than my grandparents’ VCR flummoxed generation, so I won’t have to explain every last detail.

Tuyet chose to begin by writing a quick introduction based on her thesis statement. She knew that she would want to improve her introduction significantly when she revised. Right now, she just wanted to give herself a starting point. You will read her introduction again in the chapter on “Revising and Editing” when she revises it.

With her thesis statement and her purpose and audience notes in front of her, Tuyet then looked at her outline. She chose to use that outline because it includes the topic sentences. The following is the portion of her outline of one of her body paragraphs. The roman numeral II identifies the topic sentence for the paragraph, capital letters indicate supporting details, and Arabic numerals label subpoints.

II. eBook readers are changing the way people read.

A. eBook readers make books easy to access and to carry.

1. Books can be downloaded electronically.

2. Devices can store hundreds of books in memory.

B. The market expands as a variety of companies enter it.

1. Booksellers sell their own eBook readers.

2. Electronics and computer companies also sell eBook readers.

C. Current eBook readers have significant limitations.

1. The devices are owned by different brands and may not be compatible.

2. Few programs have been made to fit the other way Americans read: by borrowing books from libraries.

Tuyet then began to expand the ideas in her outline into a paragraph. Notice how the outline helped her guarantee that all her sentences in the body of the paragraph develop the topic sentence.

eBook readers are changing the way people read, or so eBook developer hope. The main selling point for these handheld devices, which are sort of the size of a paperback book, is that they make books easy to access and carry. Electronic versions of printed books can be downloaded online for a few bucks or directly from your cell phone. These devices can store hundreds of books in memory and, with not-to-speech features, can even read the texts. The market for eBooks and eBook readers keeps expanding as a lot of companies enter it. online and traditional booksellers have been the first to market eBook readers to the public, but computer companies, especially the ones already involved in cell phone, online music, and notepad computer technology, will also enter the market. The problem for consumers, however, is which device to choose.

Incompatibility is the norm. eBooks can be read only on the devices they were intended for. Furthermore, use is restricted n the same kind of DRM systems that restrict the copying of music and videos. So, book buyers are often unable to lend books to other readers, as they can with a real book. Few accommodations have been made to fit the other way Americans read: by borrowing books from libraries. What is a buyer to do?

In your documents, observe any formatting requirements—for margins, headers, placement of page numbers, and other layout matters—that your instructor requires.

Continuing the First Draft

Tuyet continued writing her essay, moving to the second and third body paragraphs. She had supporting details but no numbered subpoints in her outline, so she had to consult her prewriting notes for specific information to include. Then she began to write the conclusion of her paper.