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Zingers, quotes, anecdotes and other things that make your writing great

what is a zinger in an essay

When we think about how to get eyeballs on our reporting these days, we talk a lot about Twitter and Facebook and online branding.

Weber was part of the Los Angeles Times team that reported the 2004 Pultizer Prize-winning series The Troubles at King/Drew , groundbreaking reportage that led to the closure of a major urban hospital. Here are some of the major lessons she learned while telling blockbuster health stories.

Even with Health Insurance Portability and Accountability Act (HIPAA), Weber says, "there are all manner of ways to find out what it's like in a hospital." Documents can get you more than dry day -- they can proved the fodder for great stories . Weber offers several examples of how documents gave her great leads:

-Employee disciplinary records -- which become public when an employee makes an appeal -- often have graphic details about employee conduct, medical misconduct. Weber once discovered that a nurse had a janitor administer medications this way. 

-Workers compensation records revealed that King/Drew had a surprisingly high rate of "chair falls," giving color to a story about hospital funding . It also gave Weber and the rest of the team an excellent lead for a section of the piece: "Vast sums at King/Drew go to workers injured in encounters with seemingly harmless objects. Take, for instance, the chair."

-Public hospitals have records of how many surgeries and procedures are being done. Couple that with salary information and you might find inconsistencies. This is how Weber discovered information about the salary of King/Drew's neuroscience chief: "As neurosciences chief, Locke made a total of more than $1 million over the last two fiscal years. That includes his hospital salary and a stipend he receives from King/Drew's affiliated medical school, records show. Top county officials can't say what Locke does for all the money he earns."

-Nursing boards, medical boards and other oversight agencies' records are powerful tools. Weber, with a ProPublica team, reported on the misconduct of registered nurses in 2009 and offered a tutorial for how you can do similar reporting .

-Criminal records can provide information about health care providers. Weber visited six courthouses to get records about one of the nurses in her 2009 ProPublica report.

Telling stories is a process that begins when you are reporting . "Don't leave this until you're back at your desk," says Weber. "You need to be thinking along the way, is there color?"

You can use a straight lead  -- it can be really effective way to get to the heart of a story. But Weber says that a great anecdote can get to the heart of complicated subjects . "What I look for in an anecdote is something that can tell your entire story," says Weber. "I try to look for one that is a small version of the bigger story." She offers the example of a 2009 ProPublica report by Robin Fields about the risks of dialysis . The story has a paragraph that begins with data and facts, but what readers remember and comment on most is an anecdote about bugs:

Conditions within clinics are sometimes shockingly poor. ProPublica examined inspection records for more than 1,500 clinics in California, New York, North Carolina, Ohio, Pennsylvania and Texas from 2002 to 2009. Surveyors came across filthy or unsafe conditions in almost half the units they checked. At some, they found blood encrusted in the folds of patients' treatment chairs or spattered on walls, floors or ceiling tiles. Ants were so common at a unit in Durham, N.C., that when a patient complained, a staffer just handed him a can of bug spray. 

" If the quote's boring, don't use it ," says Weber. Avoid the "tendency to quote from the official document because it's official, or quote an official." If the quote is unclear or unengaging, call back for another quote or quote an expert somewhere else.

Your reporting doesn't have to be a big project . Even one amazing story in one document can give you a single quick and powerful story.

"I like to have a good, solid end on story that's a real zinger ," Weber says. "I think the purpose of the ending is to leave the reader with what the story means." A story about severe medical errors at King/Drew ends with a powerful quote: "She lives in King/Drew's shadow. She can see it from the rear window of her apartment. 'Every time I look at that hospital I think about what happened to me,' Clemons said. 'That hospital took my life away from me.'"

Write a great lead . Weber says she went through 75 leads with her editor at the Los Angeles Times on the King/Drew medical errors story.

Pay attention to your bullets and don't use them if they are not impactful . "Your bullets have to be so incisive, but also have a zinger," says Weber. Bullets help get your points up at the top, but also adds color and helps you outline a big project.

Sections should be each be mini-stories with "a saucy lead and a saucy end," Weber says. "You're going to have an arc for your whole story, but also for each section."

Keep sources on the record and get documentation for everything to help shield you from lawsuits , says Weber. (Learn more about legal resources for journalists from a prior post .)

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Definition of zinger

Examples of zinger in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'zinger.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1955, in the meaning defined at sense 1

Dictionary Entries Near zinger

Cite this entry.

“Zinger.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/zinger. Accessed 13 Mar. 2024.

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a quick, witty, or pointed remark or retort: During the debate she made a couple of zingers that deflated the opposition.

a surprise, shock, or piece of electrifying news: The president's resignation was a real zinger.

a person or thing that has vitality or animation or produces startling results.

Origin of zinger

Words nearby zinger.

  • zingiberaceous
  • Zinjanthropus

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use zinger in a sentence

If you wanted to serve Menu A, you could put a scoreboard in the center of the table so that guests could keep track of who delivered the best zingers throughout the meal.

Video seems to be especially attracting advertisers to this space according to both Dobarro and zinger .

You can arguably pluck out some zingers tailor-made for quick swipes on a service like TikTok, but Stewart seems more invested in relishing the full 44 minutes of each episode.

Last week’s winner, Steve Smith, ended up in second place with his zinger of a Dan Snyder joke — so he wins the prize he donated, the 1968 “Republicans for McCarthy” button.

Last week, delivering a zinger -filled commencement speech at Princeton, Bernanke seemed to be toying with the obsessives.

It was another storm-related zinger for the New Jersey governor!

Silly biographical tidbits aside, later in the debate, arguably the most memorable zinger was delivered by President Obama.

Romney must have been anticipating the sentimental gesture, though, because it prompted his first zinger of the night.

The Mandarin zinger at Mitt Romney in New Hampshire produced a collective, “Huh?”

Any koot zinger can zing a peautiful zong and kif bleasure, I zubboce!

Cambridge Dictionary

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Meaning of zinger in English

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  • bone dry idiom
  • non-serious
  • photobombing
  • standing joke

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what is a zinger in an essay

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zinger noun

  • Show all quotations

What does the noun zinger mean?

There are four meanings listed in OED's entry for the noun zinger . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

How common is the noun zinger ?

How is the noun zinger pronounced, british english, u.s. english, where does the noun zinger come from.

Earliest known use

The earliest known use of the noun zinger is in the 1900s.

OED's earliest evidence for zinger is from 1906, in the Inlander .

zinger is formed within English, by derivation.

Etymons: zing v. , ‑er suffix 1 .

Nearby entries

  • zinfandel, n. 1880–
  • zing, v. 1899–
  • zing, int. & n. 1875–
  • zingana, n.¹ 1883
  • zingana, n.² 1911–
  • Zingani, n. 1581–1879
  • Zingara, n. 1756–
  • Zingaro, n. 1600–
  • zingel, n. 1803–
  • zingelin perch, n. 1803
  • zinger, n. 1906–
  • Zingg, n. 1941–
  • zingho, n. 1743
  • zingiber, n. ?1720–
  • zingiberaceous, adj. 1821–
  • zingily, adv. 1951–
  • zinginess, n. 1938–
  • zinging, n. 1921–
  • zinging, adj. 1915–
  • zingingly, adv. 1952–
  • zingo, int. 1906–

Meaning & use

Then Sling slammed a zinger across the outside corner.
Carlton hit a zinger , but Lopes somehow managed to glove the ball and turn it into a doubleplay.
Then came another zinger on the inside corner... The ump called it a ball.
Every time Laura hits a zinger down the line and I can't get to it, I think, That's my doubles partner, that's awesome.
The payoff is this zinger : some of the stud bosses are so desperate and the going is so tough that they're eying the scribe sheets to pick up on a possible slave.
I would drone along..asking tired questions... Then I would throw in the zinger and watch what happened.
There's a zinger toward the end, in which the nominal hit man gets hit, but it doesn't really compensate for the tedium the reader's gone through.
Someone might throw you a zinger or make demands of you or surprise you in some way.
  • catch 1674–93 A question or statement designed to trick or deceive. Cf. catch question , n. Obsolete .
  • catch question 1836– A question that is intended to catch a person out, typically one to which there is no correct answer, or which leads the respondent to give an…
  • trick question 1939– A question designed to elicit more information than it appears to on the surface, or to trick the respondent into giving a wrong answer.
  • zinger 1954– A question or remark designed to surprise or disorientate; an unexpected turn of events, a plot twist.
  • plot twist 1920– An unexpected turn of events in a work of fiction, etc.; = twist , n.¹ III.21c.
  • twist 1941– figurative . An unexpected development of events, esp. in a work of fiction; a change from usual procedure.
  • twisteroo 1963– (A narrative with) an unexpected twist.
Ann-Margret is giving him a hard time on the home front, too, tossing out little zingers about his advancing age.
One more zinger about my height, and I shall be compelled to thrash you mercilessly.
For someone who didn't have a mean bone in his body, he tended to land some zingers .
Packed with zingers , it's also a showcase for Moore's talent as a one-liner man.
  • tag line 1926– = punchline , n.
  • boffo 1934– In the entertainment industry: a joke, punch-line, or piece of comic business, esp. one that elicits uproarious or unrestrained laughter. Hence: a…
  • payoff line 1934– The punchline or dénouement of a joke, story, etc.
  • zinger 1970– A pointed or amusing remark, esp. one intended to humiliate or criticize; a quick-witted remark or observation, a wisecrack, esp. an effective one.
I don't know why it was such a zinger , unless it was that it was very big and very cheap.
I think every actress needs one zinger of a part early in her career.
A zinger of a novel.
My private collection was becoming what an American friend..described as a ‘ zinger ’.
A joyous female-centric update of a genre that's not really had a zinger of a mainstream film since Superbad.
  • star Old English– figurative and in figurative contexts. A person or thing likened to a star, esp. one considered as a source of inspiration or enlightenment.
  • dainty 1340–1798 concrete . Anything estimable, choice, fine, pleasing or delightful; hence occasionally, a luxury, rarity (cf. dainty , adj. 2). Obsolete except as…
  • daisy c1485–1605 As a term of admiration. Obsolete .
  • say-piece 1535–1824 A trial specimen; a sample; esp. a test piece made by a craftsman and submitted to a guild or corporation as proof of his competence to be admitted…
  • bravery 1583–1657 A thing of beauty or interest, a thing to exhibit. Obsolete .
  • paragon 1585– An object of outstanding quality or value; an object which serves as a model of some quality.
  • daint 1633 = dainty , n.
  • rapper 1653– A remarkably good or large example of something; a person who excels in an activity. Cf. rapping , adj. 2. Now English regional ( Yorkshire ).
  • supernaculum 1704– A drink to be consumed to the last drop; a wine of the highest quality. Frequently (and in earliest use) figurative : anything excellent of its…
  • dandy 1785– slang or colloquial . Anything superlatively fine, neat, or dainty; esp. in the dandy (now usually a dandy ), ‘the correct thing’, ‘the ticket’. Also…
  • roarer 1813–82 U.S. slang . A remarkable or outstanding person; a person (occasionally a thing) regarded as superlative or notable. See also ring-tailed roarer at r …
  • sneezer 1823– In various slang, colloquial, or dialect senses. Something exceptionally good, great, strong, violent, etc., in some respect (cf. quots.).
  • plum 1825– slang . More generally: any desirable thing, a coveted prize; the pick of a collection of things; one of the best things in a book, piece of music…
  • trimmer 1827– One who or that which trims or trounces (see trim , v. II.10); a stiff competitor, fighter, etc.; a slasher; a stiff letter, article, bout, run…
  • sockdolager 1838– Something exceptional in any respect, esp. a large fish.
  • rasper 1844– slang . Anything remarkable or extraordinary; (now) esp. ( Sport ) a powerful, fast-moving shot or ball.
  • dinger 1861– colloquial (chiefly U.S. and (now esp.) Irish English ). An impressive or exceptional thing or (less commonly) person; something superlative of…
  • job 1863– colloquial (originally U.S. ). Chiefly with modifying word. A thing of a type specified or evident from the context, esp. something manufactured or…
  • fizzer 1866– slang . Anything excellent or first-rate.
  • champagne 1880– figurative . Something likened to champagne in being excellent or exhilarating.
  • beauty 1882– colloquial . An exceptionally good, impressive, or ( ironically ) egregious example of something. Also in a beauty of a — . Cf. beaut , n. A.2.
  • pie 1884–1902 colloquial (originally U.S. ). Something very pleasant or pleasurable to deal with; something to be eagerly appropriated; a prize, a treat. Obsolete .
  • smasher 1894– slang . Anything uncommon, extraordinary, or unusual, esp. unusually large or excellent.
  • crackerjack 1895– Something that is exceptionally fine or splendid. Also, a person who is exceptionally skilful or expert.
  • Taj Mahal 1895– The name of a mausoleum built at Agra by Shah Jahan in memory of his wife known as Mumtaz (Persian… figurative denoting that which is excellent or…
  • beaut 1896– A beautiful or impressive thing or animal. Also: an outstanding or ( ironically ) egregious example of something (cf. beauty , n. II.5d).
  • pearler 1901– = purler , n. 2.
  • lollapalooza 1904– Something outstandingly good of its kind.
  • bearcat 1909– colloquial (originally and chiefly U.S. ). A formidable, powerful, or impressive thing; a remarkable or excellent example of its kind. Frequently with…
  • beaner 1911– An impressive or excellent thing; an outstanding example of its kind. Now rare .
  • grande dame 1915– figurative . Something considered prestigious, venerable, or pre-eminent in a particular sphere (frequently with an accompanying sense of respect and…
  • Rolls-Royce 1916– With of . Any product considered to be the highest quality or best example of its type or field.
  • the nuts 1917– In plural . slang (originally and chiefly U.S. ). the nuts : an excellent or first-rate person or thing; ( Cards ) an unbeatable hand.
  • pipperoo 1939– A particularly remarkable or pleasing person or thing. Cf. pip , n.² 3, pippin , n. 3b.
  • rubydazzler 1941– Something exceptionally fine; cf. bobby-dazzler , n.
  • rumpty 1941– An excellent person or thing.
  • rumptydooler 1941– An excellent person or thing. Also as adj. Cf. rumpty , adj. & n.³
  • snodger 1941– Excellent, very good, first-rate. Also as adv. and n.
  • sockeroo 1942– Something with an overwhelming impact, a ‘smash’.
  • sweetheart 1942– North American . Anything especially good of its kind. Cf. honey , n. A.II.6a.
  • zinger 1955– Something which is a remarkable, exciting, or excellent example of its kind. Frequently in a zinger of a —— .
  • blue-chipper 1957– Something of great quality.
  • ring-a-ding 1959– A superb or excellent thing; a remarkable example of something.
  • premier cru 1965– A growth or vineyard that produces wine of a superior grade; the wine itself. Also in extended use and figurative . Cf. cru , n. , growth , n.¹ 1d and…
  • sharpie 1970– North American colloquial . That which is smart or in good condition. Used esp. of cars. Cf. sharp , adj. A.7a, A.1c; sharp , n.¹ B.13.
  • stormer 1978– U.K. slang . Something of surpassing size, vigour, or excellence.

Pronunciation

Pronunciation keys.

  • ð th ee
  • ɬ rhingy ll

Some consonants can take the function of the vowel in unstressed syllables. Where necessary, a syllabic marker diacritic is used, hence <petal> /ˈpɛtl/ but <petally> /ˈpɛtl̩i/.

  • a trap, bath
  • ɑː start, palm, bath
  • ɔː thought, force
  • ᵻ (/ɪ/-/ə/)
  • ᵿ (/ʊ/-/ə/)

Other symbols

  • The symbol ˈ at the beginning of a syllable indicates that that syllable is pronounced with primary stress.
  • The symbol ˌ at the beginning of a syllable indicates that that syllable is pronounced with secondary stress.
  • Round brackets ( ) in a transcription indicate that the symbol within the brackets is optional.

View the pronunciation model here .

* /d/ also represents a 'tapped' /t/ as in <bitter>

Some consonants can take the function of the vowel in unstressed syllables. Where necessary, a syllabic marker diacritic is used, hence <petal> /ˈpɛd(ə)l/ but <petally> /ˈpɛdl̩i/.

  • i fleece, happ y
  • æ trap, bath
  • ɑ lot, palm, cloth, thought
  • ɔ cloth, thought
  • ɔr north, force
  • ə strut, comm a
  • ər nurse, lett er
  • ɛ(ə)r square
  • æ̃ sal on

Simple Text Respell

Simple text respell breaks words into syllables, separated by a hyphen. The syllable which carries the primary stress is written in capital letters. This key covers both British and U.S. English Simple Text Respell.

b, d, f, h, k, l, m, n, p, r, s, t, v, w and z have their standard English values

  • arr carry (British only)
  • a(ng) gratin
  • o lot (British only)
  • orr sorry (British only)
  • o(ng) salon

zinger typically occurs about 0.04 times per million words in modern written English.

zinger is in frequency band 3, which contains words occurring between 0.01 and 0.1 times per million words in modern written English. More about OED's frequency bands

Frequency of zinger, n. , 1950–2010

* Occurrences per million words in written English

Historical frequency series are derived from Google Books Ngrams (version 2), a data set based on a corpus of several million books printed in English between 1500 and 2010. The Ngrams data has been cross-checked against frequency measures from other corpora, and re-analysed in order to handle homographs and other ambiguities.

The overall frequency for a given word is calculated by summing frequencies for the main form of the word, any plural or inflected forms, and any major spelling variations.

Smoothing has been applied to series for lower-frequency words, using a moving-average algorithm. This reduces short-term fluctuations, which may be produced by variability in the content of the Google Books corpus.

Frequency of zinger, n. , 2017–2023

Modern frequency series are derived from a corpus of 20 billion words, covering the period from 2017 to the present. The corpus is mainly compiled from online news sources, and covers all major varieties of World English.

Smoothing has been applied to series for lower-frequency words, using a moving-average algorithm. This reduces short-term fluctuations, which may be produced by variability in the content of the corpus.

Entry history for zinger, n.

zinger, n. was revised in March 2021

zinger, n. was last modified in July 2023

oed.com is a living text, updated every three months. Modifications may include:

  • further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
  • new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into zinger, n. in July 2023.

Earlier versions of zinger, n. were published in:

A Supplement to the OED, Volume IV (1986)

  • Find out more

OED Second Edition (1989)

  • View zinger, n. in Second Edition

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Citation details

Factsheet for zinger, n., browse entry.

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Definition of zinger noun from the Oxford Advanced Learner's Dictionary

  • She opened the speech with a real zinger.

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what is a zinger in an essay

Cracking the Conclusion Writing Code

conclusion-writing

April 6, 2020 //  by  Lindsay Ann //   Leave a Comment

Sharing is caring!

In conclusion writing, the goal for students is to wrap up their academic writing with interest. 

But what does that mean? 

And more importantly, how can I teach something as abstract as “interesting.” 

Interesting is subjective and somewhat judgemental. If I tell students to just make it “interesting,” the hidden message is that they are writing for me. 

I never want to make my students feel like they are jumping through some invisible “please the teacher” hoop. 

I do want them to feel like their essay conclusion writing matters.

Teaching Conclusion Writing

Let’s talk about common practice in English teacher world for a sec. 

The inverted funnel is an often-used strategy used by well-intentioned teachers. 

Start with a re-stated thesis, and broaden out from there. 

This isn’t wrong , it’s just woefully generic. 

I like to put teaching strategies through the “struggling student” test. If I’m not sure how to end my essay and my teacher tells me to just “go broad” in my conclusion, but to keep it “interesting,” I’m going to shrug my shoulders and write a regurgitation of my essay’s main points. Maybe I’ll end with some sort of pithy statement. Done.

Wait, wait, wait, you may be saying. It’s good for students to struggle. They need to make sense of their ideas for themselves. Or, maybe you teach honors students and don’t want to “hold their hand” too much? 

Giving structure doesn’t mean that you’re doing the thinking for students. It’s giving all students access to writing a great conclusion.

And I’ve found that my honors students are able to take this structure to a whole different level than my standard-level students. In the process, though, all students are clear and feel empowered to write. That’s what I want!

conclusion-writing

Writing Conclusion Paragraphs

Here are the steps I teach students to follow when writing the conclusion in academic writing. 

It’s worth mentioning that this conclusion strategy goes hand-in-hand with this introduction writing strategy .

Ideally, the introduction and conclusion of the essay should work together , and I want my students to see a connection between how they began their essay and how they end their essay. This gives a bigger purpose to the “hook” and it gives a direction for students to uncover some deeper meaning in their conclusion.

Steps to Conclusion Writing: 

👉 Begin with the thesis statement. Ask students to paraphrase it in their own words. 

👉 Next, ask students to review what they wrote for their introductory hook. After their conclusion, their goal should be to review the significance of the thesis idea as seen in their essay. Then, they should write a sentence that joins the introduction idea back to that hook idea. Here, they should ask an open-ended question which they will go on to answer in the next step. This is what I call “coming full circle.” 

👉 After blending in a question that makes sense in the context of their ideas, students should think deeply and answer their question. This answer is the beginning of their “so what.” 

By the end of the essay, students should be discussing the significance of a bigger idea in terms of society and/or human nature. This conclusion writing step is all about students being reflective and helping their reader to think about the larger implications of what they “thought about” in their essay.

👉 Students usually stop at one level of “so what,” but I tell my students this is like peeling back layers of an onion. They can usually extend their thinking to find an even deeper insight . To extend, I have students continue to ask themselves why what they just wrote is significant, why it matters in the world, etc. So, this step is about playing the “so what” game until they arrive at that truly golden realization that really makes readers go “hmm, I never thought about it that way before.” 

👉 Part of the very last sentence should be a “zinger.” In a nutshell, a zinger is a short, wise, or witty statement that is often a call to action, empathy, kindness, or self-reflection. Alternatively, a zinger can look toward the future and think about what might happen. 

Zinger Example: “Without memory, there would be no civilization, no society, no future” – Elie Wiesel

Conclusion Paragraph Example

As you can see, in the example below, the student moves from a restated thesis to a quick review of how the main idea (evil in human nature) relates to the thesis. The author uses the stem “as ____________, readers questioned _____________” to create a bridge to the bigger question that ties evil in human nature back to the focus of the hook (superheroes). 

conclusion-writing

From here, the student tries for a “so what,” discussing how evil vs. good grows in humans. This bit has a potential zinger in the realization that humans need to be their own heroes; however, it’s a bit cliche and can be pushed further. 

The student continues and asks “so what” again. The final section has a more specific zinger in relation to something specific happening in the world today. It is both a call to action and self-reflection for the reader. I’m glad the student challenged herself to take this a step further so that this thinking happened. 

Thesis: In Lord of the Flies, Golding hints that human nature is both good and evil. In the absence of societal norms, Golding’s characters underwent a social experiment. 

Circle Back & Ask: In the absence of societal norms, Golding’s characters underwent a social experiment. As their savage nature took over, readers questioned why evil had taken over and no one stepped in to save the day until it was too late. Where was the Superman Jedi Princess on that island? And how can we make sure that good, not evil, wins in the end?

So What?: To answer this question, consider a basic principle of life: what we feed grows. We have to feed the better parts of our nature such as love, patience, self-control, and we have to starve the worst parts of our nature: jealousy, anger, pride, fear. We need to be our own heros and fight for what is right. 

Extend: When we feed the good, evil is defeated. So what, you may ask. This means that every choice counts. Every person counts. While we cannot reverse societal trends that feed some of the worst parts of human nature, we can start with ourselves. The evil is always there, beneath the surface, just waiting to come out. Just look at all of the people panic buying toilet paper in the wake of Covid-19. Are you going to be that person fighting for more Angel Soft in aisle 19, or will you choose to feed the softer side of your humanity? 

Conclusion Writing Activities

introduction-writing

If you liked this post, you’ll want to check out the graphic organizers for intro and conclusion writing that go along with this strategy. I find that they help students to execute this conclusion writing strategy and also to join it to their introduction writing. 

Grab them here from my web store: https://lindsayannlearning.com/product/introduction-and-conclusion-writing-graphic-organizers-slideshow/

Or here on Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Introduction-Writing-Graphic-Organizers-Distance-Learning-5356176

Hey, if you loved this post, I want to be sure you’ve had the chance to grab a  FREE copy of my guide to streamlined grading . I know how hard it is to do all the things as an English teacher, so I’m over the moon to be able to share with you some of my best strategies for reducing the grading overwhelm.

Click on the link above or the image below to get started!

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About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 18 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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The Write Practice

How to Use Snappy Zingers to Write Effective Dialogue

by J. D. Edwin | 0 comments

Dialogue is an essential part of storytelling. We all know our characters speak to express themselves, and effective dialogue says a lot more than just the information conveyed—it also shows your character’s personality, range of knowledge, and their current state in the story.

How to Use Snappy Zingers to Write Effective Dialogue

But do you find that your characters sometimes drone on and on without getting to a point? Or that it seems to take a lot of words to get to the single idea you’re trying to get to? Or maybe you sometimes lose control of the exchange and find you don’t know which way to direct the conversation.

The problem is usually that your dialogue has too much “fluff.” Fluffy dialogue tends to slow down the story and bore the reader. But fear not; there are a few simple ways to remedy this.

In reality, people tend to say a lot of extra words. This may come as a surprise (it certainly did to me) that the way to create “realistic” dialogue in written fiction is to not write like how people speak in real life . In fact, in fiction, the fewer words used, the more realistic dialogue sounds.

One way to drive this point home is with the use of “zingers.” A zinger is a sharp, clever remark. It can be a snappy comeback, an insult, or just a funny comment.

Let’s consider this scene: Your two characters are trapped in a desperate situation, trying to open a puzzle lock to escape their prison. Neither character knows the answer and as time runs out, tension is mounting between them. You’re trying to show their growing desperation and frustration with each other. You write the dialogue like this:

A: Do you know what you’re doing? B: You don’t know what you’re doing either! A: Maybe we should try the tool again. B: You already know that doesn’t work! A: Well we’re running out of time! B: I know that!

This exchange is okay. It shows both characters are upset and desperate.

And yet, in a situation where time is running out, this exchange seems to slow down the pacing. Your characters don’t need to spend a lot of time talking about the fact the tool doesn’t work or that time is running out. Instead, one snappy comment can communicate the stress they’re under.

A: Do you know what you’re doing? B: Do YOU?

Now there is no question that they’re stressed, they’re rushed, and they’re frustrated. Not only are zingers efficient, they’re fun to read and communicate a certain cleverness about your characters as well.

Less is More

Effective dialogue is more than just the words spoken. The exposition in between can contribute to the “fluffiness” as well. The key to making any dialogue snappy and fun is knowing all the places to trim the excess.

Let’s take the following:

Miriam watched me help Penny into her dress. I could tell by the way she pursed her lips that she didn’t approve. Miriam never approved of anything I did. “You chose green?” she asked in an annoying voice. “Yes, I chose green,” I replied. “You know green is for . . . women of ill repute.” I knew she meant whores. “Well,” I said sarcastically, straightening Penny’s dress. “I wouldn’t question you on that.”

You can get a lot of information from this exchange. The women don’t get along. They’ve never gotten along. They take snipes at each other. They don’t agree on the dress.

The conversation is tense, but there’s also unnecessary meandering. Some things don’t need to be stated ( I could tell she doesn’t approve ) if they’re already indicated in the dialogue. Dragged-out dialogue and tags have a way of taking the drama and intensity out of a situation.

Instead of having all those extra words, let’s try this:

I helped Penny into her dress. Miram pursed her lips. “Green?” she asked. “Green.” “Green is for whores.” I wasn’t even surprised at her. “You would know.”

With a fraction of the words, the conversation—and the scene—are both intensified. You feel the tension between the women immediately without having to wade through a pile of “fluffy” words.

Don’t be afraid to let your characters get straight to the point. Your story will feel tighter and stronger for it.

Have you encountered trouble writing tight dialogue? Let us know in the comments .

To practice writing snappy dialogue, write a short segment where two characters are having a conversation. It can be a variety of scenarios—a discussion, an argument, a love confession, an interrogation, etc.

First, write the conversation however you wish and figure out what it is the characters are talking about. Take no more than ten minutes to do this—it doesn’t need to be complicated.

Then, for the next five minutes , rewrite the same segment, take out unnecessary information, and make your characters get right to the point of the discussion. Use zingers if appropriate.

Share your two versions in the comments and don’t forget to leave feedback for your fellow writers!

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J. D. Edwin

J. D. Edwin is a daydreamer and writer of fiction both long and short, usually in soft sci-fi or urban fantasy. Sign up for her newsletter for free articles on the writer life and updates on her novel, find her on Facebook and Twitter ( @JDEdwinAuthor ), or read one of her many short stories on Short Fiction Break literary magazine .

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How To Write a Good Lead? Tips and Examples of Leads

  • August 2, 2022 August 31, 2022

what is a zinger in an essay

What is a lead, and why do you need one for your piece of writing?

A lead (sometimes pronounced as lede ) is the opening paragraph of a piece of writing that gives readers an overview of what the article or story will be about. A good lead will also  hook readers  in and make them want to keep reading. Humans are naturally curious , so why not use it to your advantage?

The main goal of a lead is to exploit readers’ curiosity by making them wonder what will happen next. You should give a “reading momentum” to your readers, which will push them to read further, and this is what a great lead makes.

Leads are typically used for news writing and journalistic writing. However, you can also use leads in essay writing as well, especially if your essay is relatively short.

So, let’s go deeper into lead writing and check out some tips and examples of good leads.

How long should a lead be?

The length of your lead should be directly proportional to the overall length of your piece. That means that if you’re writing a short article, it can be only one sentence . If your article is longer, you can write several sentences .

Ideally, your lead should be no more than one or two sentences for a short article and no more than three or four sentences for a longer piece.

Most common types of leads

In general, there are two major lead types: summary lead and creative lead .

Summary Lead (traditional lead)

This is the most traditional lead type, and it provides a summary of the article or a news story in as few words as possible.

As you can guess, the summary lead provides a quick summary by answering the 5 Ws: Who, What, When, Where, and Why . We will take a closer look at these elements below.

Creative Lead

A creative lead is typically used in feature or informal writing , and it’s designed to provoke curiosity or set the scene for the story. This can be done in many ways, but some of the most common ones include starting with a thought-provoking question, a quotation, or an anecdote to grab readers’ interest .

Writing Leads: Lead examples

1. the straight news lead.

what is a zinger in an essay

This type of lead is often used for writing hard news stories and usually answers the five Ws: who, what, when, where, and why. It is often seen in newspaper writing.

Refers to the subject of the story.

Is the main point or event of the story.

Tells when the event happened or will happen.

Scene setting – where the event happened or will happen.

Provides the purpose or reason for the story

This is often referred to as the “just the facts” approach. It can be especially effective for breaking news stories where time is of the essence.

Hundreds of people are homeless after a fire ripped through a local apartment complex last night.

2. The Quotation Lead

You can start writing this lead by featuring a direct quotation from a person or people involved in the story. It is often used in human interest stories or stories about controversial topics.

“I’m disgusted with the way our government is handling this issue,” says John Doe, a local citizen.

3. The Anecdotal Lead

This type of lead tells a brief story or an anecdote related to the main topic of the article or essay. It is often used in human interest stories, as well as in stories about controversial topics.

When Jane Doe was sixteen, she never imagined that she would one day be homeless.

4. The Statistic Lead

This type of lead features a statistic related to the main topic of the article or essay. It is often used in stories about controversial topics or issues.

According to a recent study, nearly 60% of Americans are dissatisfied with the current state of the economy.

5. The Feature Lead

what is a zinger in an essay

This type of lead is often used in feature stories, which are longer and more in-depth than hard news stories . Feature leads are usually more creative than straight news leads, and they often use literary devices such as similes or metaphors.

This story happened in the city that was a concrete jungle, a never-ending maze of gray and brown.

6. The Question Lead

This type of lead features a question related to the main topic of the article or essay. Questions can be effective in grabbing readers’ attention and making them want to find out the answer .

How many times have you seen a homeless person on the street and wondered what their story is?

7. One Word or Short Phrase Lead

This type of lead features a word or phrase, or short sentence , that is related to the main topic of the article or essay. This can be an effective way to start a story, especially if the word or phrase is interesting, thought-provoking, or unexpected.

“We all want what’s best for our children.”

This is a great lead-in to an article about parenting or education. It’s a universal truth that every parent wants what’s best for their child, so this lead sets up the rest of the article nicely.

8. Staccato Lead

Staccato is a musical term meaning “detached” or “unconnected.” In writing, it means to keep your sentences and thoughts short. This lead focuses on just one main idea per sentence. It’s a great way to add punchiness and vibrancy to your writing, but be careful not to overdo it , or your writing will sound choppy.

The city bustled with activity. People hurried to and fro. Cars honked their horns. No one had expected the tornado to hit so quickly.

9. Zinger Lead

what is a zinger in an essay

A zinger is a rhetorical device used to make a sudden, sharp, or surprising statemen t. It’s often used for comic effect, but it can also be used to make a serious point. A zinger lead is a great way to grab your reader’s attention and get them hooked on your story.

I never thought I’d see the day when my dog would be arrested.

10. Delayed Identification Lead

The delayed identification lead, also known as the “mysterious stranger” lead, is a great way to add suspense and intrigue to your story. In this type of lead, you don’t identify the main character or subject of the story until later on. You can use a descriptive pronoun (such as “the man” or “the woman”) if you want to give your reader a hint about who the mystery person is and reveal his or her identity in a later paragraph .

The woman walked into the room and everyone fell silent. She had an aura of power about her, and it was clear that she was not to be messed with.

So as you can see, there are no limitations when it comes to writing a good lead. Just let your creativity flow and choose the lead type that fits your story best.

How to write a lead sentence – tips to keep in mind

what is a zinger in an essay

  • When writing your lead, be sure to use an active voice . This makes your writing sound more lively and engaging. Passive voice often sounds dull and boring.
  • Use active verbs . This will also make your writing sound more lively and engaging.
  • Active sentences are shorter and easier to read than passive sentences . This is important because you want your readers to actually read what you’ve written, not just skim over it.
  • Be concise . Writing leads is all about getting to the point quickly. Don’t try to be too wordy, or you’ll lose your reader’s attention.
  • Good leads should be attention-grabbing , but they shouldn’t give away too much. You want to leave your reader wanting more.
  • Most readers will make up their minds about your article or essay within the first few sentences. People are lazy, and they rarely read post the first paragraph.

Now that you know all about leads, it’s time to put what you’ve learned into practice. Choose one of the lead types from the list above or invent your own lead type and use it to write a good story.

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

  • Preparation: Decide on your topic, do your research, and create an essay outline.
  • Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
  • Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

Prevent plagiarism. Run a free check.

Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

  • Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
  • Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
  • Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
  • Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
  • Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

  • Returns to your thesis
  • Ties together your main points
  • Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

  • Including new arguments or evidence
  • Undermining your arguments (e.g. “This is just one approach of many”)
  • Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

  • It gives your writing direction and focus.
  • It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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COMMENTS

  1. How To Use "Zinger" In A Sentence: Proper Usage Tips

    Subject-Verb Agreement: Ensure that the verb in your sentence agrees with the subject. For example, in the sentence "The comedian delivered a hilarious zinger," the verb "delivered" agrees with the singular subject "comedian.". Proper Punctuation: Incorporate appropriate punctuation marks to enhance clarity and convey the intended ...

  2. Zinger

    zinger: 1 n a striking or amusing or caustic remark "he always greeted me with a new zinger " "she tried to think of some killer of an argument, a real zinger that would disarm all opposition" Type of: comment , input , remark a statement that expresses a personal opinion or belief or adds information

  3. Zingers, quotes, anecdotes and other things that make your writing

    "Your bullets have to be so incisive, but also have a zinger," says Weber. Bullets help get your points up at the top, but also adds color and helps you outline a big project. Sections should be each be mini-stories with "a saucy lead and a saucy end," Weber says. "You're going to have an arc for your whole story, but also for each section."

  4. Zinger Definition & Meaning

    zinger: [noun] something causing or meant to cause interest, surprise, or shock.

  5. ZINGER Definition & Usage Examples

    Zinger definition: a quick, witty, or pointed remark or retort. See examples of ZINGER used in a sentence.

  6. ZINGER

    ZINGER meaning: 1. a funny or clever remark: 2. a funny or clever remark: . Learn more.

  7. ZINGER

    ZINGER definition: 1. a funny or clever remark: 2. a funny or clever remark: . Learn more.

  8. zinger, n. meanings, etymology and more

    zinger typically occurs about 0.04 times per million words in modern written English. zinger is in frequency band 3, which contains words occurring between 0.01 and 0.1 times per million words in modern written English. More about OED's frequency bands

  9. ZINGER definition in American English

    zinger in American English. (ˈzɪŋər) noun informal. 1. a quick, witty, or pointed remark or retort. During the debate she made a couple of zingers that deflated the opposition. 2. a surprise, shock, or piece of electrifying news. The President's resignation was a real zinger.

  10. zinger noun

    Definition of zinger noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.

  11. On Writing Zinger Leads and the Power of Starting With a

    Here are a few examples of short zinger leads: "His last meal was worth $30,000 and it killed him." (A man died while trying to smuggle cocaine-filled condoms in his gut.) "Bad things happen ...

  12. Best One-Liners and Zingers

    Another name for Marx's method is "the zinger." The zinger requires upsetting the applecart of our polite polities. But there are many other "flavors" of epigrams. One of my favorite categories is best exemplified by the Divine Oscar Wilde, who upsets the applecart in an entirely different way:

  13. Cracking the Conclusion Writing Code

    Steps to Conclusion Writing: 👉 Begin with the thesis statement. Ask students to paraphrase it in their own words. 👉 Next, ask students to review what they wrote for their introductory hook. After their conclusion, their goal should be to review the significance of the thesis idea as seen in their essay. Then, they should write a sentence ...

  14. Narrative Essay: hooks and zingers

    Zingers / Creative Endings. 1. Advice: (a) If you cannot swallow and your throat if puffy, then you have strep. You should get lots of rest. And get a shot because the shot will make you feel better faster than medicine. (b) If you are thinking about going skydiving, take my advice: stop thinking. 2.

  15. How to Use Snappy Zingers to Write Effective Dialogue

    PRACTICE. To practice writing snappy dialogue, write a short segment where two characters are having a conversation. It can be a variety of scenarios—a discussion, an argument, a love confession, an interrogation, etc. First, write the conversation however you wish and figure out what it is the characters are talking about.

  16. How To Write a Good Lead? Tips and Examples of Leads

    A zinger is a rhetorical device used to make a sudden, sharp, or surprising statement. It's often used for comic effect, but it can also be used to make a serious point. A zinger lead is a great way to grab your reader's attention and get them hooked on your story. Example: I never thought I'd see the day when my dog would be arrested. 10.

  17. Zinger Definition & Meaning

    Zinger definition: A witty, often caustic remark. To borrow Golda Meir's apposite zinger, don't be so humble, Anderson, you're not that great.

  18. Example of a Great Essay

    The structure of an essay is divided into an introduction that presents your topic and thesis statement, a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas. The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ...

  19. Essay Tutorial

    The History Research Essay . Writing essays is among the most important skills you will learn in studying history. It is the means by which academics communicate ideas, opinions and discoveries to each other. ... The opening line or "zinger": The "zinger" should engage the reader with a catchy phrase that relates to your topic. For example, a ...

  20. Wrap It Up: 15 (Better) Concluding Transitions

    Concluding transitions for narrative essays. The narrative essay is all about telling a story. Your goal is to include plenty of description and keep readers interested in your tale. In a narrative, the conclusion often expresses the moral or lesson you learned, so use the concluding transition to signal the end of the narrative and the summary ...

  21. The Beginner's Guide to Writing an Essay

    Essay writing process. The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay.. For example, if you've been assigned a five-paragraph expository essay for a high school class, you'll probably spend the most time on the writing stage; for a college-level argumentative essay, on the ...

  22. PDF Strategies for Essay Writing

    number of paragraphs in your essay should be determined by the number of steps you need to take to build your argument. To write strong paragraphs, try to focus each paragraph on one main point—and begin a new paragraph when you are moving to a new point or example. A strong paragraph in an academic essay will usually include these three ...

  23. The Ultimate Guide to Supplemental College Application Essays (Examples

    Diversity-in-community essay. An essay that asks you what you bring to the college community can seem like it's asking for you to explain the ways in which you bring "diversity" to the community. You can answer in terms of your identity—gender, racial, ethnic, socioeconomic, or otherwise—but you do not need to.

  24. What Is an MS Zinger and How Can You Cope with It?

    Community members on Healthline's Bezzy Multiple Sclerosis Facebook page say they experience zingers or painful sensations in areas such as their neck, head, and legs. Some even say it feels ...