Discovery essay

Discovery Essay Outline

Introduction Paragraph:

· The introduction establishes the student’s reason for pursuing this topic (why the student is interested in exploring/discovering/investigating this topic), as well as what the student is looking for – pure exploration, an answer to a question, attempting to understand/clarify something, etc.

· The thesis statement is the guiding question for the rest of the paper. Examples of guiding questions are the following: 1. “Thus, my question is, what factors make college students successful in business careers?” 2. “What makes John Mulaney, the stand-up comedian that looks like an ill-rested yet freakishly tall child, so funny?” 3. “This and many other conspiracy theories have spread throughout the world and have existed since the beginning of civilization, but why? What is the reason for people to believe in conspiracy theories?”

First Body Paragraph:

· The student will begin by stating what, if any, information he or she knows about the topic before any investigation has begun.

· The student will also potentially provide a little explanation or history of the topic, especially if it is not well-known. This will help give the reader some necessary background on the topic before the exploration begins.

· The student may also provide a summary of what is to be revealed in the following paragraphs.

Successive One to Two Body Paragraphs:

· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions.

Successive One to Two Body Paragraphs:

· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.

Successive One to Two Body Paragraphs:

· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.

Successive One to Two Body Paragraphs:

· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.

Successive One to Two Body Paragraphs:

· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.

Conclusion Paragraph:

· The conclusion has the final takeaway for the student – what was discovered, learned, etc. – and whether that final takeaway was what he or she expected.

· The conclusion should be a culmination from all of the sources used.

· Student may mention what farther-reaching consequences learning about this topic has for his or her life.

· Student may compare and contrast his or her own knowledge or beliefs about the topic before and after reading these five sources/completing the exploration.

· Student may state whether his or her core beliefs were changed by the exploration of the topic.