Hooks & Sinkers: Writing impactful Introductions and conclusions in academic discourse

Session Goals:
  • (1) Explore conventions of academic genre discourses, including academic journal publications.
  • (2) Probe disciplinary expectations, conventions, demands, constraints, affordances, contexts, goals, exigencies, challenges, and opportunities.
  • (3) Investigate how starting and ending well in academic discourse can serve goals of argumentation, discussion, and communication.
Takeaways/Deliverables (aspirational...)- At the end of this session, you will:
  • Be capable of identifying successful, effective introductions & conclusions in your discipline.
  • Be equipped with practical examples, models and vocabularies to effectively act in contexts demanded by academic discourse.
  • Be empowered to write, act, and compose effective beginnings and endings for project you may be composing currently.
Hooks & Sinkers
  • (1) Academic writers respond to what others have written on their topic.
  • (2) Academic writers state the value of their work and announce their plan for their paper.
  • (3) Academic writers acknowledge that others might disagree with the position they have taken.
  • (4) Academic writers adopt a voice of authority.
  • (5) Academic writers use academic and discipline-specific vocabulary.
  • (6) Academic writers emphasize evidence, often in tables, graphs, and images.

What makes for an effective introduction when writing in your discipline?

Collaborative-Brainstorming Google Doc Link


Staement Types (Latour and Woolgar):

  • (5) Statements responding to a taken-for-granted fact (Latour and Woolgar 76)
  • (4) A has a certain relationship with B, relationship is made explicit (77) Ex. Scientific textbooks
  • (3) A has a certain relationship with B, couched in another statement (78) Ex. Review articles
  • (2) “Basic relationships are thus imbedded within appeals to ‘what is generally known’ or ‘what might reasonably be thought to be the case.’ The modalities in type 2 statements sometimes take the form of tentative suggestions, usually oriented to further investigations which may elucidate the value of the relationship at issue…” (79)
  • (1) Conjecture or speculation about a relationship.
  • Ex. End of paper of private discussion
  • Definition, ranging from specific to broad: Funneling definition
  • Moving from general definition to specific definition: using deduction, bouncing off surrounding definitions

Venue Considerations: Context, audience, purpose, issue, editor(s),

What makes for an effective conclusion when writing in your discipline?

Collaborative-brainstorming Google Doc Link:


Works Cited:

All images Creative Commons via Pixabay.

Frieder, R.E, VanIddekinge, C.H. & Raymark, P.H. (2016). How quickly do interviewers reach decisions? An examination of interviewers’ decision-making time across applicants. Journal of Occupational and Organizational Psychology 89, pp. 223-248.

Dewalt, S., Taylor, B.N. & Ickes, K. (2015). Density-dependent survival in seedlings differs among woody life-forms in tropical wet forests of a Caribbean island. Biotropica 47(4), pp. 310-319.

Latour, B. and Woolgar, S. (1979). Laboratory life: the construction of scientific facts. Princeton: Princeton University Press.

Harding, J.P., Pauszek, J., Pollard, N., and Parks, S. (2018). Alliances, assemblages, and affects: three moments of building collective working-class literacies. College Composition and Communication 70(1), pp. 6-29.

Thonney, Teresa. (2011). Teaching the conventions of academic discourse. TETYC, pp. 342-367.


photos via Pixabay (creative commons)

Report Abuse

If you feel that this video content violates the Adobe Terms of Use, you may report this content by filling out this quick form.

To report a copyright violation, please follow the DMCA section in the Terms of Use.