| Essays for college are analogous to any essay, but | | | | choosing a strong opening that will address all the |
| for the purpose and your audience. At any time | | | | questions raised. When confronted with selecting a |
| before taking on any writing in college, pause and | | | | topic, consider the following question: Is your topic |
| answer these questions: To whom am I writing for | | | | sentences accurate and straight to the point? The |
| and for what purpose am I writing this script. | | | | topic sentence is a foundation to your essay. Take |
| In fulfilling most college assignments, it is important to | | | | note that good topic sentences hook readers and |
| know who your audiences are- yourself, your | | | | give them a way to interpret the rest of the |
| teacher and your classmates. Knowing your audience | | | | paragraph. An interesting topic sentence must be |
| will give you a push for your writing. Your audience is | | | | interesting, accurate and limited. A topic sentence |
| scholastic and as such, your work must reflect that. | | | | should be accurate because it serves as a guide to |
| In tackling indirect topics, you will write more | | | | the rest of the paragraphs. A topic sentence should |
| effectively if you consider your audience. If you | | | | be limited because you do not want to mislead the |
| know your readers very well, it may be important to | | | | reader about what you intend to cover in the |
| ask; what do my readers know about this subject? | | | | paragraphs. |
| What do they need to be told? What do they | | | | Once you have gotten a topic sentence, begin your |
| probably believe? Where are my statements likely to | | | | work maybe with a story or a quotation. Introduce |
| offend them? What objections are they likely to | | | | your subject and expand on it. After stating your |
| bring up in relation to what I have said about them? | | | | point, supply some interesting statistics to back up |
| How can I keep from alienating them? Among your | | | | your contention and offer a partial explanation of the |
| readers and especially your classmates, you will find | | | | phenomenon you focus on. You can also begin your |
| the uninformed reader, the reluctant reader and the | | | | essay with a question and the reader will expect the |
| resistant reader and take note that your teacher will | | | | rest of the essay to complete the answer. To |
| assume the roles of these three readers. | | | | challenge the readers, you can equally begin with a |
| After you have ascertained your readers, you should | | | | controversial opinion. |
| know for what reasons you are composing that | | | | Essays for college have important things to tell in the |
| paper. Any college script has a clear-cut purpose. | | | | concluding paragraphs. This part of your work |
| Answer this question; what do I want to do? This is | | | | impacts lasting footprints in your readers' mind. Begin |
| the question that will purge out all irrelevant materials | | | | with a sentence that points back to the previous |
| from your work or anything that hinders your paper | | | | paragraph and at the same time looks ahead. Do not |
| from getting where you want it to go. Besides aiming | | | | leave the reader suspended; thinking you should have |
| for marks, your aim is also to write better, deeper, | | | | gone ahead. Never introduce a new idea in your |
| clearer and more satisfying than you have ever | | | | conclusion and avoid signaling the reader that your |
| written before | | | | end to the script is near with words like; "in |
| Keeping your audience and purpose in mind means | | | | conclusion". |