Lesson Plan: How an Introduction Goes Together
Biology
Objective
To investigate the mechanics of putting an introduction in order.
Estimated Time
50 minutes
Work Completed Before Class
This is an investigative exercise. Choose a well-written introduction to a scientific paper in your field, rearrange the paragraphs in a handout for your class, and ask students to reassemble the introduction. Depending on length and time restrictions, you may choose to excerpt the first and last sentences of each paragraph, although this is more difficult to reassemble.
In Class
- Briefly present or review the structure of a scientific introduction; begin with more general information to orient and inform the reader, then narrow your scope until you arrive at your research question. (5 minutes)
- Students should use two criteria for ordering the paragraphs: this "funnel" effect and the language used in opening and closing paragraphs. For instance, one paragraph may close by posing a problem, and the next paragraph may open by explaining how that problem is solved. It is often helpful for students to work in pairs for this exercise. (10-20 minutes)
- When students have completed the rearrangement, review by asking them which paragraph they placed first, second, etc. Ask them to explain what cues they used. It is usually easiest to identify the opening and closing paragraphs; talk about why this might be. If the majority of the class chooses the wrong paragraph this may indicate a misunderstanding of introduction format, or it may reveal a weakness in the introduction itself, which can be very satisfying for students to identify. (10-15 minutes)
- If you have time, this exercise lends itself to a brief in-class writing session at the end. Some possibilities: If students have not begun their introductions, spend five or 10 minutes in free-writing to get started. If they have a draft, they might look again at their ordering and see whether the paragraphs are in the right order. Alternately they might rewrite their own first paragraph to clearly signal its status in the introduction. (10-15 minutes)
Jessie Stickgold-Sarah
Developed at Brandeis University through a grant from the Davis Educational Foundation