five-paragraph essay

The five-paragraph essay is a structured form of essay writing that consists of five distinct paragraphs:

• introduction (one paragraph)
• Body paragraphs (three paragraphs)
• Conclusion (one paragraph)

The introductory paragraph serves to present the main idea of the essay and introduce the thesis statement.{{Cite web |title=How Do I Write an Intro, Conclusion, & Body Paragraph? |url=https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html |access-date=2025-03-17 |website=lsa.umich.edu |language=en}} It often begins with a narrative hook to capture the reader's interest, followed by a sentence that provides a general theme and another that narrows the focus. If the essay is based on a literary text, a sentence referencing the work and its author may be included (e.g., "In the book Night, Elie Wiesel states..."). The introduction typically concludes with the thesis statement, which outlines the central argument of the essay. Additionally, an organizational sentence may be included to indicate the structure and sequence of the body paragraphs.

The three body paragraphs each present supporting evidence or arguments that reinforce the thesis statement. Each paragraph generally begins with a topic sentence, followed by analysis and examples that substantiate the argument.{{Cite book |last=Horkoff |first=Tara |date=2021-12-21 |title=Writing for Success |chapter=6.1 Writing Body Paragraphs |publisher=BCcampus |language=en-ca |url=https://opentextbc.ca/writingforsuccessh5p/chapter/writing-body-paragraphs/ |url-status=live |archive-url=https://archive.today/20250317125448/https://opentextbc.ca/writingforsuccessh5p/chapter/writing-body-paragraphs/ |archive-date=2025-03-17 |access-date=2025-03-17 |isbn=978-1-77420-140-4}}

The concluding paragraph summarizes the main points of the essay and restates the thesis in a broader context.{{Cite web |title=Essay Conclusions |url=https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/writing/essay-conclusions |access-date=2025-03-17 |website=University of Maryland Global Campus |language=en}} It often provides a final perspective on the topic and reinforces the significance of the argument. For example, in an essay on sports, a conclusion might state: "Sports offer numerous benefits for youth, including improved physical health, better circulation, and enhanced stamina. Additionally, they contribute to the development of social and organizational skills, which are valuable in both personal and professional life."

According to Thomas E. Nunnally{{cite journal | author=Nunnally, Thomas E. | title=Breaking the Five-Paragraph-Theme Barrier | journal=The English Journal | year=1991 | volume=80 | issue=1 | pages=67–71 | doi=10.2307/818100| jstor=818100 }} and Kimberly Wesley,{{cite journal | author=Wesley, Kimberly | title=The Ill Effects of the Five-Paragraph Theme (Teaching Writing in the Twenty-First Century) | journal=The English Journal | year=2021 | volume=90 | issue=1 | pages=57–60 | doi=10.2307/821732| jstor=821732 }} most teachers and professors consider the five-paragraph form ultimately restricting for fully developing an idea. Wesley argues that the form is never appropriate. Nunnally states that the form can be good for developing analytical skills that should then be expanded. Similarly, American educator David F. Labaree claims that "The Rule of Five" is "dysfunctional... off-putting, infantilising and intellectually arid" because demands for the essay's form often obscure its meaning and, therefore, largely automatize creating and reading five-paragraph essays.{{cite web |url=https://aeon.co/essays/writing-essays-by-formula-teaches-students-how-to-not-think |title=The five-paragraph fetish |last=Labaree |first=David F. |authorlink=David Labaree |date= 15 February 2018 |publisher=Aeon |access-date=17 February 2018 }} The five-paragraph essay format has been criticized for its rigid structure, which some educators believe stifles creativity and critical thinking. Critics argue that it promotes a formulaic approach to writing, which can limit students' ability to express more complex ideas and develop their unique writing style.

• De Inventione
• Eight-legged essay
• Rhetorica ad Herennium (c. 90 BC)
• Schaffer paragraph
• IMRAD
• IRAC
• Multigenre research paper
• Explication de Texte

{{Reflist}}

• Corbett, Edward P.J. Classical Rhetoric for the Modern Student. 4th ed. Oxford UP, 1999. {{ISBN|9780195115420}}.
• Hodges, John C. et al. Harbrace Handbook. 14th ed. {{ISBN|978-0-15-513642-7}}.

Category:Writing