However, most colleges are going to expect that students have progressed past the five paragraph essay format. The essay format of introduction, body and conclusion will remain, but it will not be limited to a five paragraph format. This can cause confusion for students who have mastered the five paragraph essay, but have not learned how to write a longer essay. “A” students in high school can find themselves writing “C” papers in college because they have not gone beyond the format. Gaining an instructor’s help to move into writing longer papers can soon have one writing just as well in college, with more emphasis on the body of the essay which could include far more than three paragraphs.
The five paragraph essay format is sure to get you a good grade on your paper. It is a basic format that can be used for almost every paper that you will have to write in school. It is the format that you learned in grade school even though you may have forgotten. Here given are some quick tips to help you nail it.
with the old five paragraph essay format
To strengthen the writing of junior and senior electrical and computer engineering students, we are adding several writing assignments based upon the five paragraph essay format to our junior and senior courses. The five paragraph essay format, almost universally taught in middle and high schools, requires the student to clearly and concisely analyze and communicate a single idea, beginning with a single paragraph that states the overall point, three supporting paragraphs, and a concluding paragraph. During the Spring 2008 semester, these essays will be used in electromagnetic field theory, engineering practice, and capstone design project courses. In each course, the students will be asked to describe concept or argue why a specific design choice must be made without presenting just a mathematical calculation. The paper will include a discussion of the format, and graphic organizers used to help students write the essays, as well as the rubric used for grading the essay. Since a sizable fraction of our students are non-native speakers of English our evaluation on their performance will be compared to the performance of students writing these essays in English as a second language courses as reported in education literature.