i​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ntroduction: why Airports should not be privatized. Write

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i​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ntroduction: why Airports should not be privatized.
Write an introduction to a topic in your discipline/domain using one of the approaches described by Greene and Lidinsky (2021, pp. 364–373). Allocate no more than one hour to this assignment since it will be addressed again in a later unit, and be sure to indicate the time spent at the end of the paper
Instructions
Review and revise the introduction. Submit the revised document as a second draft indicating in annotations why the revisions are being made. Note the differences between revising and editing from the textbook.
From Introductions to Conclusions
Drafting an Essay
In this chapter, we describe strategies for crafting introductions that set up your argument. We then describe the characteristics of well-formulated paragraphs that will help you build your argument. Finally, we provide you with some strategies for writing conclusions that reinforce what is new about your argument, what is at stake, and what readers should do with the knowledge you convey. The introduction is where you set up your argument. It’s where you establish that the issue or problem you focus on is timely and relevant, identify a widely held assumption or gap, challenge that assumption or suggest how your research will fill that gap, and state your thesis. You can also state the question that motivates your research and reframe or change the “conversation” in order to prompt readers to see an issue in a new way. Writers use a number of strategies to set up their arguments. In this section we look at six of them:
Moving from a general topic and issue to a specific thesis (inverted-triangle introduction)
Introducing the issue with a story (narrative introduction)
Beginning with a question (interrogative introduction)
Capturing readers’ attention with something unexpected (paradoxical introduction)
Identifying a gap in knowledge (minding-the-gap introduction)
Changing the conversation (reframing introduction)
Remember that an introduction need not be limited to a single paragraph. It may take several paragraphs to effectively set up your argument, as we indicate in Chapter 6.
Keep in mind that you have to make these strategies your own. That is, we can suggest models, but you must make them work for your own argument. You must imagine your readers and what will engage them using appeals to their emotions, sensibilities, and intellect. What will you do to get readers to follow your line of argument? What tone do you want to take? Playful? Serious? Formal? Urgent? The attitude you want to convey will depend on your purpose, your argument, and the needs of your audience.
? The Inverted-Triangle Introduction
An inverted-triangle introduction, like an upside-down triangle, is broad at the top and pointed at the base. It begins with a description of the problem or issue and then narrows its focus, ending with the point of the paragraph (and the triangle), the writer’s thesis. We can see this strategy at work in the following introduction from a student’s essay. The student writer (1) begins with a broad description of the problem she will address, (2) then focuses on a set of widely held but troublesome assumptions, and (3) finally, presents her thesis in response to what she sees as a pervasive problem. The strategy of writing an introduction as an inverted triangle entails first identifying an idea, an argument, or a concept that people appear to accept as true; next, pointing out the problems with that idea, argument, or concept; and then, in a few sentences, setting out a thesis. It’s important to acknowledge and evaluate multiple perspectives to pave the way for you to present your own position. In this case, the student writer challenges an assumption by offering alternative perspectives and providing multiple voices — her own and the published authors who also call attention to the purpose of education that others have overlooked.
? The Narrative Introduction
Opening with a short narrative, or story, is a strategy many writers use successfully to draw readers into the problem that they want to address. A narrative introduction relates a sequence of events and can be especially effective if you think you need to coax indifferent or reluctant readers into taking an interest in the topic that you believe they should know about. Of course, a narrative introduction delays the declaration of your argument, so it’s wise to choose a short story that clearly connects to your argument and get to the thesis as quickly as possible (within a few paragraphs) before your readers start wondering “What’s the point of this story?”
Notice how the student writer uses a narrative introduction to her argument in her essay titled “Throwing a Punch at Gender Roles: How Women’s Boxing Empowers Women.” The student writer uses a visually descriptive narrative to introduce us to the world of women’s college boxing; then, in the second paragraph, she steers us toward the purpose of the paper and the methods she will use to develop her argument about what women’s boxing offers to young women and to the changing world of sports.
A variation on the strategy of setting up an argument with a story is to create a scenario. In the following example, the writer invites readers to imagine a familiar scene that, for many, conjures up assumpti​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ons about youth the author wants to change. Notice how Nancy Lesko, a distinguished professor of education, uses this strategy of creating a scenario in Act Your Age: A Cultural Construction of Adolescence to “complicate” the nature of identity and “trouble” common misperceptions of adolescence. The way the writer uses images can be an effective way to invite reflection on what seems familiar. Is this the way I see youth? Is the author accurate in what she describes? Is her research a credible source for challenging my experience?
? The Interrogative Introduction
An interrogative introduction invites readers into the conversation of your essay by asking one or more questions, which the essay goes on to answer. This is an issue-based question (see Chapter 5) that will pique your readers’ interest, enticing them to read on to discover how your insights shed light on the issue. Notice the question Daphne Spain, a professor of urban and environmental planning, uses to open her essay “Spatial Segregation and Gender Stratification in the Workplace.” By the end of this introductory paragraph, Spain has explained some of the terms she will use in her essay (open floor and closed door) and has offered in her final sentence a clear statement of her thesis.
In “Harry Potter and the Technology of Magic,” literature scholar Elizabeth Teare begins by contextualizing the Harry Potter publishing phenomenon. Then she raises a question about what fueled this success story. In the final two sentences of the introduction, Teare raises her question about the root of this “international phenomenon” and then offers her thesis. By the end of the opening paragraph, then, the reader knows exactly what question is driving Teare’s essay and the answer she proposes to explain throughout the essay.
? The Paradoxical Introduction
A paradoxical introduction appeals to readers’ curiosity by pointing out an aspect of an issue that runs counter to their expectations. Just as an interrogative introduction draws readers in by asking a question, a paradoxical introduction draws readers in by saying, in effect, “Here’s something completely surprising and unlikely about this issue, but my essay will go on to show you how it is true.” In this passage from “‘Holding Back’: Negotiating a Glass Ceiling on Women’s Muscular Strength,” sociologist Shari L. Dworkin points to a paradox in our commonsense understanding of bodies as the product of biology, not culture. Dworkin’s strategy in the first three sentences is to describe common practice, the understanding that bodies are biological. Then, in the sentences beginning “However” and “Paradoxically,” she advances the surprising idea that our bodies — not just the clothes we wear, for example — carry cultural gender markers. Her essay then goes on to examine women’s weightlifting and the complex motives driving many women to create a body that is perceived as muscular but not masculine.
? The Minding-the-Gap Introduction
This type of introduction takes its name from the British train system, the voice on the loudspeaker that intones “Mind the gap!” at every stop, to call riders’ attention to the gap between the train car and the platform. In a minding-the-gap introduction, a writer calls readers’ attention to a gap in the research on an issue and then uses the rest of the essay to fill in the “gap.” A minding-the-gap introduction says, in effect, “Wait a minute. There’s something missing from this conversation, and my research and ideas will fill in this gap.”
For example, in the introductory paragraphs to her edited collection of published essays, Transforming the City: Community Organizing and the Challenges of Political Change, professor of political science and urban studies Marion Orr calls attention to the “decline of civic engagement” and misplaced priorities in the United States. Orr uses this two-paragraph introduction to highlight what she finds problematic about increasing “civic disengagement” by ordinary citizens, as opposed to “top-down organizations, and the lack of focus on populations that most need access to resources.” She also raises a question that implicitly asks readers how they might approach the problem, if they agree there is one, and introduce readers to her own approach.
? The Reframing Introduction
Reframing a discussion provides a new perspective that others may have overlooked. Often reframing involves defining a word or phrase in a new way or creating a new term to offer a lens through which to challenge an idea, concept, or experience that other have written about. Naming something is also memorable and can have a powerful influence on the ways readers see an issue. Consider how Noliwe Rooks, author of four books and director of American Studies at Cornell University, reframes a familiar narrative of inequality in American public education.
The author is strategic in setting up the narrative and using the word “however,” to force readers to pause and reconsider past solutions (“Racial and economic integration is the one systemic solution”) to a persistent problem. Reframing separate and unequal schooling as “segrenomics” serves the author’s purpose of describing what she sees as exploitation (opportunity for businesses to make a profit selling​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ schooling). Thus she shifts the conversation from one that centers on school funding to a broader problem that readers need to know about.

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