ESSAY

[1] By the midcentury, the number of U.S. citizens diagnosed with Type 2 diabetes is projected to increase 162%; this is an increase of 11 million in 2000 to 29 million in 2050 (Boyle et al., 2001, p. 1936). [2] The projection put forth by the Boyle et al. (2001) study was calculated at the turn of the century; more recently, the National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP) (2014), a division of the Centers for Disease Control (CDC), estimates that 29 million Americans already have diabetes and that 1 in 4 are unaware of their condition. [3] Further, the NCCDPHP (2014) estimates that one in three adults in the U.S. has prediabetes, placing this group at high risk for the development of Type 2 diabetes within five years. [4]Excess weight gain and inactivity, as well as genetic predisposition, can cause inhibitions to the normal process of insulin production and glucose absorption (Mayo Clinic, 2014). [5] However, Type 2 diabetes can be avoided because it is an onset condition, so while the number of diagnosed and undiagnosed staggers, there are still measures that can be taken to ensure that the percentage decreases. [6] One such measure is an awareness of added sugar in foods that people think are “healthy” alternatives for junk food. [7] In today’s supermarket, consumers must shop defensively by reading labels that compare both fat and sugar content because it is the sugar content that will ultimately lead to weight gain and diseases like Type 2 diabetes. [8] An awareness of sugar levels and carbohydrates in everyday foods is the best defensive strategy against weight gain and adult-onset Type 2 diabetes.

[1] By the midcentury, the number of U.S. citizens diagnosed with Type 2 diabetes is projected to increase 162%; this is an increase of 11 million in 2000 to 29 million in 2050 (Boyle et al., 2001, p. 1936). This is the opening sentence; its job in the paragraph is to catch the reader’s attention, to deliver a startling fact or figure, or present information that draws the reader into the rest of the introduction and, in so doing, the rest of the paper.

[2] The projection put forth by the Boyle et al. (2001) study was calculated at the turn of the century; more recently, the National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP) (2014), a division of the Centers for Disease Control (CDC), estimates that 29 million Americans already have diabetes and that 1 in 4 are unaware of their condition. The second sentence makes a transition between the past and the present by making the reader keenly aware that the prediction of Boyle et al. (2001) did come true, but it came to pass 35 years earlier than expected, meaning that the spread of diabetes was worse than anyone could have even thought it might be only 15 years ago. In the scope of the larger paper, this sentence is helping to establish the problem: Diabetes is a growing health issue in the U.S.

[3] Further, the NCCDPHP (2014) estimates that one in three adults in the U.S. has prediabetes, placing this group at high risk for the development of Type 2 diabetes within five years. [4] Excess weight gain and inactivity, as well as genetic predisposition, can cause inhibitions to the normal process of insulin production and glucose absorption (Mayo Clinic, 2014). The third and fourth sentences introduce more specifics about those at risk. Further, sentence four provides just a little information about what Type 2 diabetes is. These sentences help to further establish the problem and its far-reaching significance.

[5] However, Type 2 diabetes can be avoided because it is an onset condition, so while the number of diagnosed and undiagnosed staggers, there are still measures that can be taken to ensure that the percentage decreases. Sentence five turns the direction of the paragraph. So far, the paragraph has provided information about the state of diabetes in the U.S., but now sentence five provides a statement of hope and an indication of the direction of the paper. This sentence begins to suggest a solution, but no solution has been explicitly stated.

[6] One such measure is an awareness of added sugar in foods that people think are “healthy” alternatives for junk food. [7] In today’s supermarket, consumers must shop defensively by reading labels that compare both fat and sugar content because it is the sugar content that will ultimately lead to weight gain and diseases like Type 2 diabetes. Sentence six introduces the topic of the paper: “added” or “hidden” sugars in foods that people may consider health foods or alternatives for unhealthy foods. Sentence seven is clear about the directive of the paper, providing that emphasis will be on the amount of sugar intake and how this leads to Type 2 diabetes specifically. These sentences add a bit of context and information so that the reader can understand the solution (stated in the thesis statement).

[8] An awareness of sugar levels and carbohydrates in everyday foods is the best defensive strategy against weight gain and adult-onset Type 2 diabetes. The final sentence attempts to state the thesis for the paper. As you can see, the writer is presenting a solution for the problem: greater awareness of sugar levels (more education).

Using this model as a template, think about your own essay. How would you mimic the moves presented in these sentences? Ultimately, you should consider the function of each sentence within the introduction as aiding the construction of the paragraph itself, but also as laying the foundation for the rest of the paper.

Body Paragraphs

In Unit II, Lesson 6, we discussed the general structure of a body paragraph. We know that each point presented in a body paragraph should be used to support the thesis statement of the essay in some way and that each body paragraph should provide the evidence necessary to support the point of the body paragraph.

A body paragraph generally has four main parts: point sentence, illustration sentences, explanation sentences, and concluding sentences. There is usually a transition either at the end of one paragraph, leading into the next, or at the beginning of the next paragraph. The best approach is to include a transition at the end of the paragraph as a kind of concluding sentence.

[1] Point sentences (topic sentences): provide one aspect of support for the thesis statement.

[2] Illustration (example) sentences (supporting sentences): provide evidence, illustration, examples, etc., that support the point that is made in the point sentence.

[3] Explanation sentences (supporting sentences): provide explanation for the illustration sentence. Often writers will assume that their illustrations are self-explanatory, but this is not the case; the reader needs your interpretation of the materials to understand how you are deriving the relationship between this piece of evidence and its support for the point sentence.

[4] Concluding sentences: wrap up the paragraph by bringing the idea full circle. As with other conclusion sentences, the conclusion sentence of the body paragraph should reiterate the point of the paragraph (the main idea) in light of the evidence provided.

Let’s look at an example of a body paragraph that would appear in the same problem/solution paper we examined previously.

[1] Added sugars pose greater health risks than natural sugars and must be taken into account when choosing foods that are truly healthy to consume. [2] Added sugars, those that are added to products during the manufacturing process and “not naturally occurring […], as in fresh fruit,” (Schmidt, 2014, p. 525) are now being linked to diseases, such as diabetes, that pose silent and deadly health risks to many Americans (Lustig, Schmidt, & Brindis, 2012; Schmidt, 2014). Naturally occurring sugars are not the issue so much as added sugars that can sometimes be hidden in foods that do not even taste sweet; sugar can be found in “flavored yogurt, tomato sauce, ketchup, bread, salad dressing, and crackers,” each of which have sugar added during processing (Girdwain, 2011, para. 4). In addition to this list, there are also dried fruit (especially dried cranberries), many sauces and marinades for the grill, granola bars, frozen meals, fruit juice, canned fruit, and energy drinks (Breslau, 2015; Oaklander, 2013; Zinczenko, 2014). [3] Many consumers who are attempting to watch their weight or even to watch their sugar intake may go to the supermarket and purchase items like salad dressing for salad, marinades for grilled chicken, dried fruit for a snack, and yogurt for breakfast. All the while, these seemingly “healthy” alternatives may be contributing to weight gain and medical conditions such as cardiovascular disease and diabetes. As Schmidt (2014) summarizes the risks of added sugars, “Too much sugar does not just make us fat; it can also make us sick” (p. 525). Avoiding products with added sugars or consuming them only upon occasion is the safest way to approach defensive eating. [4] Excluding added sugars whenever possible is the best strategy for prevention for healthy individuals and for sustainability for those who are already prediabetic or diabetic.

(References can be found at the end of the lesson.)

You will notice that within the paragraph above, there is a stated example followed by an explanation of that illustration. A body paragraph should always contain both of these elements as there is no actual argument without your explanation of the illustration. The explanation is your way of examining the evidence and its relationship to the point—and, by extension, to the thesis statement. The power of a body paragraph is in its balance of illustration and explanation.

The Conclusion

In Unit II, Lesson 6, we also looked at the general form for a conclusion paragraph. The conclusion paragraph should accomplish the following:

[1] Restate the main idea of the essay, including the thesis statement.

[2] Summarize the points of each paragraph (usually the topic sentence of each paragraph).

[3] Leave the reader with an interesting final thought.

Let’s look at an example conclusion paragraph for the problem/solution expository essay that we have been examining throughout:

[1] In order to defend against weight gain and the onset of diseases related to obesity, such as Type 2 diabetes, consumers should be aware of the amount of sugar in the foods that they eat. [2] Many processed food products, such as ketchup, contain “added sugar,” which should be excluded from the diet whenever possible in favor of naturally occurring sugars. These naturally occurring sugars, like the kinds found in fresh fruit, can be a good source of carbohydrates if eaten in moderation and can even help to curb one’s appetite for sweeter food items (Torrens, 2015). While fresh fruits and vegetables are the best solution for avoiding added sugar, one must also be aware of the presence of starches, all of which are carbohydrates; eaten in moderation, starches found in vegetables can be healthy and can provide essential vitamins and minerals (Ogunjimi, 2015). [3] Defensive shopping and eating are an essential part of preventative care in America today, and with diabetes standing as the 7th leading cause of death in the U.S. today, according to the American Diabetes Association (2014), one cannot afford to do less than be aware of the dangers of the seemingly sweet sugar cube.

(References can be found at the end of the lesson.)

As you can see in the paragraph above, the first sentence mirrors the thesis statement. It is not an exact copy of the thesis statement word for word, but it is a restatement. The supporting sentences summarize the main points of the body paragraphs, which explore the problem in three ways: (1) added sugars, (2) naturally occurring sugars, and (3) starches that become carbohydrates (sugars). Lastly, the final sentence attempts to leave the readers with an interesting statement or call-to-action. You never want to end a paper with a quotation because you always want to end the paper with your own words. In this case, the author did leave on a note that was all his or her own, but did so with help from a statistic from the American Diabetes Association. You will also note that in this essay, the writer’s suggested solution is not explored as much as the problem itself is explored. However, even with the focus of this essay on the problem rather than the solution, this would still be considered a problem/solution essay because the overall structure uses that organizational type as the framework.

Review

1. The basic model for the introductory paragraph is an opening sentence, supporting sentences, and the thesis statement itself.

2. A body paragraph generally has four main parts: point sentence, illustration sentences, explanation sentences, and concluding sentences.

3. A strong body paragraph is one that balances illustration and explanation.

4. The conclusion paragraph should restate the main idea of the essay, including the thesis statement; summarize the points of each paragraph (usually the topic sentence of each paragraph); and leave the reader with an interesting final thought.

Reflection

As described in Unit VI and reinforced in Unit VII, the expository essay is instructional and educational in that the purpose of this essay is to confer information from the author to the reader. There are many different kinds of expository writing that surround us each day. In fact, you have more than likely written in an expository manner before. Any time you have written to a friend and described the process for cooking a favorite dish, explained the process for enrolling in a fantasy football league, or described how to plan and then execute a quilt, you were writing in an expository manner.

References

American Diabetes Association. (2014). Statistics about diabetes: Overall numbers, diabetes and prediabetes. Retrieved from www.diabetes.org

Boyle, J. P., Honeycutt, A. A., Venkat Narayan, K. M., Hoerger, T. J., Geiss, L. S., Chen, H., Thompson, T. J. (2001). Projection of diabetes through 2050. Diabetes Care, 24(11), 1936-1940. doi: 10.2337/diacare.24.11.1936

Breslau, E. (2015). 9 hidden sources of sugar in your diet. Retrieved from http://www.huffingtonpost.com/2015/04/11/hidden-sugar-in-food-_n_7020234.html

Girdwain, J. (2011, November 14). Is sugar sneaking into your “healthy” foods? Retrieved from http://www.womenshealthmag.com/food/addictive-sugar-habits

Lustig, R. H., Schmidt, L. A., & Brindis, C. D. (2012). Public health: The toxic truth about sugar. Nature, 482, 27-29. doi:10.1038/482027a

Mayo Clinic. (2014). Type 2 diabetes: Causes. Retrieved from http://www.mayoclinic.org/diseases-conditions/type-2-diabetes/basics/causes/con-20031902

National Center for Chronic Disease Prevention and Health Promotion. (2014). Diabetes latest. Centers for Disease Control and Prevention. Retrieved from www.cdc.gov

Oaklander, M. (2013). 10 hidden sugar bombs: Spot the sweet stuff in the strangest of places. Retrieved from http://www.prevention.com/food/healthy-eating-tips/10-hidden-sugar-bombs

Ogunjimi, A. (2015). Differences between starches and carbohydrates. Retrieved from http://www.livestrong.com/article/415993-differences-between-starches-and-carbs/

Schmidt, L. A. (2014). New unsweetened truths about sugar. JAMA Internal Medicine, 174(4), 525-526. doi:10.1001/jamainternmed.2013.12991.

Torrens, K. (2015). The truth about sugar. Good Food. Retrieved from http://www.bbcgoodfood.com/howto/guide/truth-about-sugar

Zinczenko, D. (2014). 5 ‘healthy’ foods with hidden sugar. Retrieved from http://abcnews.go.com/Health/healthy-foods-hidden-sugar/story?id=22802039