III.B. THE INTRODUCTION AND THESIS

     Perhaps the most difficult part of writing the paper is composing the introduction.  The function of the introduction is to capture the reader's interest and introduce the topic.  The introduction is usually organized from general to more specific statements; it ends with the thesis statement.  There are a number of ways to capture the reader’s interest:

 (1) Give relevant background information
 (2) Set the historical stage by defining necessary terms
 (3) Present opinions of authors that you have read
 (4) Give a relevant quotation and analysis of that quotation
 (5)  Compare your subject to current problems or situations
 (6) Tell an interesting anecdote
 (7) Use surprising facts or statistics

    Remember that your introduction gives the reader the first impression about your research.  Make it interesting.  Samples of introductions in each of the above categories can be found in the text used in many senior high English courses, Writing Research Papers by J. Lester (Harper Collins), or in the text available in Central Bucks middle schools, Writing Research Papers, by R. Shepherd (McDougal, Littell).
     Two student sample introductions from high school research papers appear below.  The first introduction gives historical background to introduce the thesis about the mistreatment of Native Americans.  The second introduction uses a definition and some relevant examples to introduce the paper on archetypes in Hemingway’s writing.
 
    Sample #1: When the Europeans arrived in North America, they were greeted peacefully by Native Americans.  The settlers and ‘Indians,’ as named by the settlers, lived peacefully for many years.  As time passed, however, the settlers decided they wanted to expand their territory to land that was owned and occupied by the Indians.  The settlers attacked many Indian tribes, destroying the once friendly relationship between the two groups.  The settlers and Indians went to war, wars won mostly by the American settlers because of their advanced weaponry.  The latter part of the nineteenth century marked the peak of these Indian wars and the mistreatment of the Indians.  The Sioux Indians were among the tribes greatly affected by these wars.  During the nineteenth century, the Sioux Indians were mistreated by the American settlers: their land was taken, they were forced to live on reservations, and they were even massacred by the whites.
 
     Sample #2: In much of historical and modern literature, authors have employed symbols to emphasize character and plot, and to explain theme.  It has been found that many symbols constantly recur in writing from cultures of widespread origin and time.  They have been brought forth through myth and legend, and now lend themselves to common meanings.  These kinds of universal symbols are called archetypes  (Guerin et al.  157).  The use of archetypes and archetypal images is shown in the work of numerous writers, from historical Nathaniel Hawthorne to modern Toni Morrison.  One of the authors who best uses archetypes is Ernest Hemingway.  In his story, “The Short Happy Life of Francis Macomber,” Hemingway enhances character and theme by portraying certain archetypes of woman and hero, and by repeatedly using archetypal images such as color and number.