A Systematic Review of Introduction Approaches in Essay Writing Studies: A Comparative Analysis

This article is a systematic review of various types of academic essay introductory sections, focusing on how these introductions engage readers and improve overall essay quality. The analysis centered on five commonly used introduction forms: the funnel technique, direct approach, anecdotal approach, question-based approach, and quotation-based approach. The study emphasized research published between 2010 and 2023 and involved a comprehensive search of scholarly databases, including JSTOR, Google Scholar, ERIC, and ResearchGate. The review was limited to peer-reviewed publications examining the significance, use, and contextual applicability of these introduction techniques across academic disciplines.

The findings indicated that the selection of an introductory structure should take into account the academic discipline, the essay’s purpose, and the target audience’s expectations. The funnel technique emerged as the most commonly used approach, particularly in humanities and social sciences, where a gradual build-up of context effectively frames the thesis. The direct approach, emphasizing clear and concise presentation of the main argument, was especially effective in scientific writing, where clarity and precision are prioritized. The quotation-based approach was ideal for philosophical and reflective essays, as it helped establish authority and contextual relevance. Both the anecdotal and question-based approaches were found to be particularly useful in disciplines that value narrative engagement and critical inquiry, such as psychology and sociology.

This study underscores the importance of training students to select the most appropriate introductory style based on the specific context of their writing. By choosing the most fitting approach, students can enhance reader engagement and strengthen the coherence and persuasiveness of their arguments. The practical implications of this study highlight the need for educators to incorporate explicit instruction on these various introductory techniques into writing curricula. Educators can empower students to refine their writing by providing the tools to analyze their writing context and strategically apply the most effective introduction style. Future research on the contextual use of these approaches could lead to the creation of more discipline-specific writing frameworks. The study also recommends further exploration of the relationship between writing approaches and student engagement across diverse academic fields.