**History is in the past. Please use past tense.**
**Do not use contractions, or first or second person personal pronouns**
5 Paragraph Essay Introduction Paragraphs
The typical introduction for a 5 paragraph essay (in history at ODSS) includes 5 sentences. The
first sentence is the ‘broad general statement’ and includes topic information with a time/place
focus. Usually the ‘BGS’ answers questions like who, what, where, when. This sentence does not
give away your argument. The ‘BGS’ is followed by three separate sentences which each
identifies and characterizes one of the subtopics of the essay. The final sentence in the paragraph
is the thesis statement. The thesis is your argument. It should answer your thesis question.
Using Quotations
It is important that you use both direct and indirect quotations in your writing. Both require
footnotes or endnotes. An indirect quotation is putting someone else’s idea, into your own words.
You must give credit to the person who had the idea first, by citing your source. These are most
frequently used for secondary sources, or when the exact wording of the idea is not significant.
Direct quotations are used for primary sources, or when the exact wording of the idea is
significant.
It is important to introduce your quotations and explain the significance of the quote. There are 3
main ways of incorporating quotations. Below, each method is explained along with an example.
(Examples have been borrowed from Mr. S. Jordan at ODSS.)
1. The Traditional Method: This method of introducing quotations is the easiest and most
popular. As a result, it is also the method that is usually first taught in schools. It simply calls for
an introductory phrase that precedes a quotation. Here is an example:
Many scholars have noted George Lucas’s use of red in association with the evil character in
StarWars. Lucas explains that the colour red, “is a motif I have been using with the Emperor and
the Emperor’s minions. I mean, red is an aggressive colour. Evil is aggressive.”
2. The Interrupted Quotation: This method of incorporating quotations is a slight variation on the
traditional method. It involves inserting the introductory phrase that is traditionally used just
prior to a quotation into the middle of the quotation. This ‘interruption’ is most effective if it
occurs at a natural break in the sentence, and if it is in the first part of a compound (more than
one idea) quotation. This method is used to provide some variation from the traditional approach.
Here is an example:
“If you’re trying to build an icon of evil,” argues Lucas, “you have to go down to the
subconscious of the human race over a period of time and pull out the images that equate to the
emotion you are trying to project.”
3. The Attributed Quote: The attributed quote has its ‘introduction’ follow it. This is a rare
treatment for a quote in a formal essay and is best reserved for quotations that are short and pithy.
Darth Maul, Star Wars’ most recent villain, embodies an even more frightening element that
Darth Vader. “He’s the evil within us,” Lucas maintains.
THE DOCUMENT STUDY
Your document study should be about 2.5 pages, typed double spaced. In grade 11 and the first
document study in grade 12, you will not do the context for the document.
APPROACHING THE DOCUMENT:
1. Read your document a couple of times very carefully, then, complete the following questions.
Do all of this without consulting any other sources.
2. Write down and look up any words with which you are unfamiliar.
3. What is the thesis of the document?
4. What supporting ideas does the author use? (You must have at least 3 points.) Make reference
to specific quotations from the document.
WRITING THE DOCUMENT STUDY:
Your document study assignment must follow a very specific format.
Introductory Paragraph:
· Broad General statement that introduces the document (yet avoids too much contextual
information.) Include who, what, where, when. In the document study, the title of the work must
be either underlined, or in italics.
· Introduce the supporting ideas used in the document. You may use linking phrases to help
sequence points. Each point requires its own sentence. (Examples: “The document first
argued…” or “The author first asserted…” then “In addition…” or “Furthermore…”)
· Identify the thesis of the document. This is the author’s thesis – not yours. (Example: “The
document argued…”)
Body Paragraphs:
· Deal with each point/support or concept in its own paragraph. Use direct quotations from the
document. Ensure that you keep establishing a link back to the document’s thesis
· You may use parenthetical citations for your document study. Ex: (Haberman, 88) You should
include a works consulted page with your document study.
Context Paragraph:
- should be 6-8 sentences, and concise
- paragraph goes before the conclusion and after the third subtopic
- topic sentence for the paragraph should give a time (era)/place focus (may be a rewording of
your BGS
- answer the questions on the seminar outline sheet: 1) why did the author write the document?
(A reaction to something or someone?) AND 2) did it influence other people or events?
- you should have a secondary source quotation (1 line) from your research
- there must be a concluding sentence that states the overall significance (don’t relate it to
‘today’, keep it in the historical time period.
- Keep in mind this is not a biography.
Example of Context paragraph follows the other examples below.
Conclusion:
· Restate/rephrase the document’s thesis.
· Review the document’s support for its thesis.
EXAMPLES of document study introductions:
In 1637, the mathematician Rene Descartes published three scientific treatises prefaced
by an astonishingly influential philosophical autobiography, the Discourse on Method. In the
Discourse, Descartes laid out a very precise method of finding answers, a method that was
applicable in principle to all scientific questions. He used this method to discover the first
certainty of metaphysics: ‘I think, therefore I am’ and prove his own existence. He then tackled
religion and through the use of logistic reason was able to prove the existence of God.
Throughout the Discourse on Method, Descartes stressed the importance of simplicity,
thoroughness and above all finding the indubitable truth.
In 1661, Louis XIV of France had his Memoirs drawn up as instructions in kingship for
his son, the dauphin. In his Memoirs, Louis expressed his conviction that a king had natural
abilities and an obligation to retain all power over the state. However, because one man could
not hope to rule a large country like France all by himself, a king also had to carefully select
advisors who would implement his edicts. Moreover, a king had to devote himself to the burden
of his responsibilities and be prepared to maintain his absolute powers through very hard work.
Overall, his memoir is a clear claim that Louis ruled through the combination of divine right and
personal effort.
Example Body Paragraphs for Document Study:
Early in his career, Descartes became frustrated with the common methods for gaining
knowledge, and thus set about to “seek some other method” (Haberman 9) of discovering the
truth. He laid out four simple rules to follow and “took a firm and constant resolve never once to
fail to observe them.” (Haberman 9) The first, to “never accept anything as true that [he] did not
know to be evidently so” (Haberman 9) immediately allowed Descartes to eliminate any
dubitable thoughts and ideas he may have had. The second, “to divide each of the difficulties
that [he] was examining into as many parts as might be possible” (Haberman 9) gave Descartes
facility to...
An even better example that has both direct and indirect quotations and integrates the analysis
with the quotations...
Louis, having spent the early part of his reign under the control of a powerful first
minister, maintained that he had a natural ability and an obligation to wield absolute power.
Louis claimed that even at an early age he “discovered sometimes that my first views became
those which men of skill and experience arrived at in the end...” (Louis XIV 2) This clearly
suggests that Louis felt he was gifted in matters of the state, an impression underscored by his
stated resolution to have no prime minister. (Louis XIV 3) Indeed, Louis wrote that there was
“nothing which did not invite and urge [him] to take it in hand...” (Louis XIV 2) Louis believed
that a king should maintain control because, “[t]he function of Kings consists principally in
allowing good sense to act, which always acts naturally and without effort.” (Louis XIV 3)
Nature, according to Louis, had invested him with the ability and power to rule France himself.
Notice how the paragraph conclusion tied the focus of the paragraph back to the main idea.
Example of the context Paragraph:
As much as Edmund Burke’s document placed emphasis on the preservationn of traditional
values, it brought forth a new political opinion shared by a variety of people. Prior to the French
Revolution, the country of France led a quaint life under the rule of an absolute monarchy.
However, under the reign of Louis SVI, France encountered a variety of crises, many of which
were irreparable. The government was overthrown, and the aristocracy stripped of its powers
(Haberman, Making 45). Although this change appeared to many people to be the solution to
France’s problems, Edmund Burke expressed a new solution. While his document was widely
debated, it had left an everlasting mark on political opinions everywhere. Professor Crane
Brinton acknowledges that within the following two years, a “gradual formation of two groups in
English public opinion, an anti-revolutionary group centered on Burke, and a much less
homogeneous group friendly to the principles of the Revolution” (Brinton, 72). Therefore,
Edmund Burke’s document had placed a brand new perspective and diversity among people in
society.