what are three main parts of a essay

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What are the parts of an essay, how do i write an introduction, how do i write the body of my essay, how do i write the conclusion, how do i create a reference list, how do i improve my essay.

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• Introduction
• Each is made up of one or several paragraphs.
• The purpose of this section is to introduce the topic and why it matters, identify the specific focus of the paper, and indicate how the paper will be organized.
• To keep from being too broad or vague, try to incorporate a keyword from your title in the first sentence.
• For example, you might tell readers that the issue is part of an important debate or provide a statistic explaining how many people are affected.  
• Defining your terms is particularly important if there are several possible meanings or interpretations of the term.
• Try to frame this as a statement of your focus. This is also known as a purpose statement, thesis argument, or hypothesis.
• The purpose of this section is to provide information and arguments that follow logically from the main point you identified in your introduction. 
• Identify the main ideas that support and develop your paper’s main point.
• For longer essays, you may be required to use subheadings to label your sections.
• Point: Provide a topic sentence that identifies the topic of the paragraph.
• Proof: Give evidence or examples that develop and explain the topic (e.g., these may come from your sources).
• Significance: Conclude the paragraph with sentence that tells the reader how your paragraph supports the main point of your essay.
• The purpose of this section is to summarize the main points of the essay and identify the broader significance of the topic or issue.
• Remind the reader of the main point of your essay (without restating it word-for-word).
• Summarize the key ideas that supported your main point. (Note: No new information or evidence should be introduced in the conclusion.) 
• Suggest next steps, future research, or recommendations.
• Answer the question “Why should readers care?” (implications, significance).
• Find out what style guide you are required to follow (e.g., APA, MLA, Chicago) and follow the guidelines to create a reference list (may be called a bibliography or works cited).
• Be sure to include citations in the text when you refer to sources within your essay.
• Cite Your Sources - University of Guelph
• Read assignment instructions carefully and refer to them throughout the writing process.
• e.g., describe, evaluate, analyze, explain, argue, trace, outline, synthesize, compare, contrast, critique.
• For longer essays, you may find it helpful to work on a section at a time, approaching each section as a “mini-essay.”
• Make sure every paragraph, example, and sentence directly supports your main point.
• Aim for 5-8 sentences or ¾ page.
• Visit your instructor or TA during office hours to talk about your approach to the assignment.
• Leave yourself time to revise your essay before submitting.
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How to Write an Essay/Parts

Parts of an Essay — Traditionally, it has been taught that a formal essay consists of three parts: the introductory paragraph or introduction, the body paragraphs, and the concluding paragraph. An essay does not need to be this simple, but it is a good starting point.

Introductory Paragraph [ edit | edit source ]

The introductory paragraph accomplishes three purposes: it captures the reader’s interest, it suggests the importance of the essay’s topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read:

You are telling the reader what you think are the most important points which need to be addressed in your essay. For this reason, you need to relate the introduction directly to the question or topic. A strong thesis is essential to a good essay, as each paragraph of your essay should be related back to your thesis or else deleted. Thus, the thesis establishes the key foundation for your essay. A strong thesis not only states an idea but also uses solid examples to back it up. A weak thesis might be:

As an alternative, a strong thesis for the same topic would be:

Then, you could separate your body paragraphs into three sections: one explaining the open-source nature of the project, one explaining the variety and depth of information, and a final one using studies to confirm that Wikipedia is indeed as accurate as other encyclopedias.

Tips [ edit | edit source ]

Often, writing an introductory paragraph is the most difficult part of writing an essay. Facing a blank page can be daunting. Here are some suggestions for getting started. First, determine the context in which you want to place your topic. In other words, identify an overarching category in which you would place your topic, and then introduce your topic as a case-in-point.

For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph.

A good thesis statement, for example, if you are writing about dogs being very good friends, you could put:

Here, X, Y, and Z would be the topics explained in your body paragraphs. In the format of one such instance, X would be the topic of the second paragraph, Y would be the topic of the third paragraph, and Z would be the topic of the fourth paragraph, followed by a conclusion, in which you would summarize the thesis statement.

Example [ edit | edit source ]

Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends . This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends.

Body Paragraphs [ edit | edit source ]

Each body paragraph begins with a topic sentence. If the thesis contains multiple points or assertions, each body paragraph should support or justify them, preferably in the order the assertions originally stated in the thesis. Thus, the topic sentence for the first body paragraph will refer to the first point in the thesis sentence and the topic sentence for the second body paragraph will refer to the second point in the thesis sentence. Generally, if the thesis sentence contains three related points, there should be three body paragraphs, though you should base the number of paragraphs on the number of supporting points needed.

If the core topic of the essay is the format of college essays, the thesis sentence might read:

The topic sentence for the first body paragraph might read:

Sequentially, the topic sentence for the second body paragraph might read:

And the topic sentence for the third body paragraph might read:

Every body paragraph uses specific details, such as anecdotes, comparisons and contrasts, definitions, examples, expert opinions, explanations, facts, and statistics to support and develop the claim that its topic sentence makes.

When writing an essay for a class assignment, make sure to follow your teacher or professor’s suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask.

Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, “There is no friend truer than a dog.” Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs.

It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete.

Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific style of the essay, you may be able to use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized.

Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide a basic background on a subject and, hopefully, to spark enough interest to induce further reading.

The above example is a bit free-flowing and the writer intended it to be persuasive. The second paragraph combines various attributes of dogs including protection and companionship. Here is when doing a little research can also help. Imagine how much more effective the last statement would be if the writer cited some specific statistics and backed them up with a reliable reference.

Concluding Paragraph [ edit | edit source ]

The concluding paragraph usually restates the thesis and leaves the reader something about the topic to think about. If appropriate, it may also issue a call to act, inviting the reader to take a specific course of action with regard to the points that the essay presented.

Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy.

As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher’s position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher’s attention and make your essay interesting, funny, or compelling.

In the above example, the focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of “tell them what you are going to say, say it, and then tell them what you have said,” you may find it more interesting and persuasive to shift away from it as the writer did here, and then, in the end, return to the core point of the essay. This gives an additional effect to what an audience would otherwise consider a very boring conclusion.

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Basic essay structure

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Organise your essays to demonstrate your knowledge, show your research and support your arguments

Essays are usually written in continuous, flowing, paragraphed text and don’t use section headings. This may seem unstructured at first, but good essays are carefully structured.

How your assignment content is structured is your choice. Use the basic pattern below to get started.

Essay structure

An essay consists of three basic parts:, introduction.

The essay itself usually has no section headings. Only the title page, author declaration and reference list are written as headings, along with, for example, appendices. Check any task instructions, and your course or unit handbook, for further details.

Content in assignment introductions can vary widely. In some disciplines you may need to provide a full background and context, whereas other essays may need only a little context, and others may need none.

An introduction to an essay usually has three primary purposes:

• To set the scene
• To tell readers what is important, and why
• To tell the reader what the essay is going to do (signposting)

A standard introduction includes the following five elements:

• A statement that sets out the topic and engages the reader.
• The background and context of the topic.
• Any important definitions, integrated into your text as appropriate.
• An outline of the key points, topic, issues, evidence, ideas, arguments, models, theories, or other information, as appropriate. This may include distinctions or contrasts between different ideas or evidence.
• A final sentence or two which tells the reader your focal points and aims.

You should aim to restrict your introduction to information needed for the topic and only include background and contextual information which helps the reader understand it, or sets the scene for your chosen focal points.

In most essays you will have a considerable range of options for your focus. You will be expected to demonstrate your ability to select the most relevant content to address your focal points.

There are some exceptions. For example, if an assignment brief specifically directs the essay focus or requires you to write broadly about a topic. These are relatively rare or are discipline-specific so you should check your task instructions and discipline and subject area conventions.

Below are examples of an opening statement, a summary of the selected content, and a statement at the end of the introduction which tells the reader what the essay will focus on and how it will be addressed. We've use a fictional essay.

The title of our essay is: 'Cats are better than dogs. Discuss.'

To submit this essay you also would need to add citations as appropriate.

Example of opening statements:

People have shared their lives with cats and dogs for millenia. Which is better depends partly on each animal’s characteristics and partly on the owner’s preferences.

Here is a summary of five specific topics selected for the essay, which would be covered in a little more detail in the introduction:

• In ancient Egypt, cats were treated as sacred and were pampered companions.
• Dogs have for centuries been used for hunting and to guard property. There are many types of working dog, and both dogs and cats are now kept purely as pets.
• They are very different animals, with different care needs, traits and abilities.
• It is a common perception that people are either “cat-lovers” or “dog-lovers”.
• It is a common perception that people tend to have preferences for one, and negative beliefs about and attitudes towards, the other.

Example of closing statements at the end of the introduction:

This essay will examine both cats’ and dogs’ behaviour and abilities, the benefits of keeping them as pets, and whether people’s perceptions of their nature matches current knowledge and understanding.

Main body: paragraphs

The body of the essay should be organised into paragraphs. Each paragraph should deal with a different aspect of the issue, but they should also link in some way to those that precede and follow it. This is not an easy thing to get right, even for experienced writers, partly because there are many ways to successfully structure and use paragraphs. There is no perfect paragraph template.

The theme or topic statement

The first sentence, or sometimes two, tells the reader what the paragraph is going to cover. It may either:

• Begin a new point or topic, or
• Follow on from the previous paragraph, but with a different focus or go into more-specific detail. If this is the case, it should clearly link to the previous paragraph.

The last sentence

It should be clear if the point has come to an end, or if it continues in the next paragraph.

Here is a brief example of flow between two summarised paragraphs which cover the historical perspective:

It is known from hieroglyphs that the Ancient Egyptians believed that cats were sacred. They were also held in high regard, as suggested by their being found mummified and entombed with their owners (Smith, 1969). In addition, cats are portrayed aiding hunters. Therefore, they were both treated as sacred, and were used as intelligent working companions. However, today they are almost entirely owned as pets.

In contrast, dogs have not been regarded as sacred, but they have for centuries been widely used for hunting in Europe. This developed over time and eventually they became domesticated and accepted as pets. Today, they are seen as loyal, loving and protective members of the family, and are widely used as working dogs.

There is never any new information in a conclusion.

The conclusion usually does three things:

• Reminds your readers of what the essay was meant to do.
• Provides an answer, where possible, to the title.
• Reminds your reader how you reached that answer.

The conclusion should usually occupy just one paragraph. It draws together all the key elements of your essay, so you do not need to repeat the fine detail unless you are highlighting something.

A conclusion to our essay about cats and dogs is given below:

Both cats and dogs have been highly-valued for millenia, are affectionate and beneficial to their owners’ wellbeing. However, they are very different animals and each is 'better' than the other regarding care needs and natural traits. Dogs need regular training and exercise but many owners do not train or exercise them enough, resulting in bad behaviour. They also need to be 'boarded' if the owner is away and to have frequent baths to prevent bad odours. In contrast, cats do not need this level of effort and care. Dogs are seen as more intelligent, loyal and attuned to human beings, whereas cats are perceived as aloof and solitary, and as only seeking affection when they want to be fed. However, recent studies have shown that cats are affectionate and loyal and more intelligent than dogs, but it is less obvious and useful. There are, for example, no 'police' or 'assistance' cats, in part because they do not have the kinds of natural instincts which make dogs easy to train. Therefore, which animal is better depends upon personal preference and whether they are required to work. Therefore, although dogs are better as working animals, cats are easier, better pets.

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Essays consisting of an introduction, a main body (which may be divided into sections), and a   conclusion   are referred to as three-part essays. You may be used to this essay format from school.

In the introduction, the reader is introduced to the topic that will be discussed and to the argument that will be presented. After the introduction comes the main part of the text, where the analysis and discussion are carried out and results are presented. Depending on the length of the essay, this body section may or may not be divided into different sections, and the division may be thematic, chronological, or based on comparison and contrast, for instance. In the final part of the essay, the argument will be summed up and conclusions will be drawn from what has been discussed in the body.

Structure of the three-part essay

Each section of the text needs to be structured in a way that helps the reader understand the argument and the points that the writer wishes to make.

The main purpose of the introduction is to provide the reader with a clear idea of the focus and aim of the text. The topic of the essay/article is presented in the introduction, often accompanied by a thesis statement (the claim that the writer wishes to make). Depending on the type of essay, the introduction section also

• provides the context/background of the argument
• introduces the theoretical perspectives, terminology, etc. that will be used
• explains how the writing will be organised

All the information in the introduction must be relevant to the points that are subsequently made in the body of the text. The introduction often starts with a broad, or general, description of the topic and then gradually narrows down to the specific focus of the essay. Read more about the structure of introductions, and learn about the CARS (Creating a Research Space) model here:

After the introduction comes the main part of the text, which is often referred to as the body. This is where the analysis and discussion will be carried out and where results are presented. Everything that is brought up in this part of the text relates back to what was presented in the introduction. Depending on discipline, aim and context, there are various ways of structuring the body of the text. A basic strategy is to deal with one thing at a time and to order the different issues that are brought up in a logical sequence that makes the argument easy to follow.

Depending on the length of the essay, the body may or may not be divided into different sections. Note that there is never a heading called "Body" in essays; this word is only used when talking about the essay format to signal that it is the bulk of the essay text.

In the final part of the essay, the argument is summed up and conclusions are drawn from what has been discussed. Generally, a conclusion should not contain any new facts or ideas, but instead provide a brief restatement of the main arguments that have been presented in the essay.

The conclusion might refer back to the introduction and comment on the thesis statement or the research questions presented there. In some texts, it is appropriate to include a look forward, in the form of suggestions for further study, for instance.

You can watch this video for more information about the three-part essay structure:

Instructional video from the free online MOOC "Writing in English at University" which was developed at Lund University in 2016.

Further help on writing a three-part essay

For further information and advice about different parts of the essay, see:

• Structure of Introductions

Elements of an Essay

Definition of elements of an essay.

An essay is a piece of composition that discusses a thing, a person, a problem, or an issue in a way that the writer demonstrates his knowledge by offering a new perspective , a new opinion, a solution, or new suggestions or recommendations. An essay is not just a haphazard piece of writing. It is a well-organized composition comprising several elements that work to build an argument , describe a situation, narrate an event, or state a problem with a solution. There are several types of essays based on the purpose and the target audience . Structurally, as an essay is an organized composition, it has the following elements:

• Introduction
• Body Paragraphs

Nature of Elements of an Essay

An essay has three basic elements as given above. Each of these elements plays its respective role to persuade the audience, convince the readers, and convey the meanings an author intends to convey. For example, an introduction is intended to introduce the topic of the essay. First it hooks the readers through the ‘ hook ,’ which is an anecdote , a good quote, a verse , or an event relevant to the topic. It intends to attract the attention of readers.

Following the hood, the author gives background information about the topic, which is intended to educate readers about the topic. The final element of the introduction is a thesis statement. This is a concise and compact sentence or two, which introduces evidence to be discussed in the body paragraphs.

Body paragraphs of an essay discuss the evidences and arguments introduced in the thesis statement . If a thesis statement has presented three evidences or arguments about the topic, there will be three body paragraphs. However, if there are more arguments or evidences, there could be more paragraphs.

The structure of each body paragraph is the same. It starts with a topic sentence, followed by further explanation, examples, evidences, and supporting details. If it is a simple non-research essay, then there are mostly examples of what is introduced in the topic sentences. However, if the essay is research-based, there will be supporting details such as statistics, quotes, charts, and explanations.

The conclusion is the last part of an essay. It is also the crucial part that sums up the argument, or concludes the description, narration, or event. It is comprised of three major parts. The first part is a rephrasing of the thesis statement given at the end of the introduction. It reminds the readers what they have read about. The second part is the summary of the major points discussed in the body paragraphs, and the third part is closing remarks, which are suggestions, recommendations, a call to action, or the author’s own opinion of the issue.

Function of Elements of an Essay

Each element of an essay has a specific function. An introduction not only introduces the topic, but also gives background information, in addition to hooking the readers to read the whole essay. Its first sentence, which is also called a hook, literally hooks readers. When readers have gone through the introduction, it is supposed that they have full information about what they are going to read.

In the same way, the function of body paragraphs is to give more information and convince the readers about the topic. It could be persuasion , explanation, or clarification as required. Mostly, writers use ethos , pathos , and logos in this part of an essay. As traditionally, it has three body paragraphs, writers use each of the rhetorical devices in each paragraph, but it is not a hard and fast rule. The number of body paragraphs could be increased, according to the demand of the topic, or demand of the course.

As far as the conclusion is concerned, its major function is to sum up the argument, issue, or explanation. It makes readers feel that now they are going to finish their reading. It provides them sufficient information about the topic. It gives them a new perspective, a new sight, a new vision, or motivates them to take action. The  conclusion needs to also satisfy readers that they have read something about some topic, have got something to tell others, and that they have not merely read it for the sake of reading.

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• Narrative Essay
• Definition Essay
• Descriptive Essay
• Types of Essay
• Analytical Essay
• Argumentative Essay
• Cause and Effect Essay
• Critical Essay
• Expository Essay
• Persuasive Essay
• Process Essay
• Explicatory Essay
• An Essay on Man: Epistle I
• Comparison and Contrast Essay

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• Parts of an Academic Essay
• The Writing Process
• Rhetorical Modes as Types of Essays
• Stylistic Considerations
• Literary Analysis Essay - Close Reading
• Unity and Coherence in Essays
• Proving the Thesis/Critical Thinking
• Appropriate Language

Test Yourself

• Essay Organization Quiz
• Sample Essay - Fairies
• Sample Essay - Modern Technology

In a way, these academic essays are like a court trial.  The attorney, whether prosecuting the case or defending it, begins with an opening statement explaining the background and telling the jury what he or she intends to prove (the thesis statement).  Then, the attorney presents witnesses for proof (the body of the paragraphs).  Lastly, the attorney presents the closing argument (concluding paragraph).

The Introduction and Thesis

There are a variety of approaches regarding the content of the introduction paragraph such as a brief outline of the proof, an anecdote, explaining key ideas, and asking a question.  In addition, some textbooks say that an introduction can be more than one paragraph.  The placement of the thesis statement is another variable depending on the instructor and/or text.  The approach used in this lesson is that an introduction paragraph gives background information leading into the thesis which is the main idea of the paper, which is stated at the end.

The background in the introductory paragraph consists of information about the circumstances of the thesis. This background information often starts in the introductory paragraph with a general statement which is then refined to the most specific sentence of the essay, the thesis. Background sentences include information about the topic and the controversy. It is important to note that in this approach, the proof for the thesis is not found in the introduction except, possibly, as part of a thesis statement which includes the key elements of the proof. Proof is presented and expanded on in the body.

Some instructors may prefer other types of content in the introduction in addition to the thesis.  It is best to check with an instructor as to whether he or she has a preference for content. Generally, the thesis must be stated in the introduction.

The thesis is the position statement. It must contain a subject and a verb and express a complete thought. It must also be defensible. This means it should be an arguable point with which people could reasonably disagree. The more focused and narrow the thesis statement, the better a paper will generally be.

If you are given a question in the instructions for your paper, the thesis statement is a one-sentence answer taking a position on the question.

If you are given a topic instead of a question, then in order to create a thesis statement, you must narrow your analysis of the topic to a specific controversial issue about the topic to take a stand. If it is not a research paper, some brainstorming (jotting down what comes to mind on the issue) should help determine a specific question.

If it is a research paper, the process begins with exploratory research which should show the various issues and controversies which should lead to the specific question.  Then, the research becomes focused on the question which in turn should lead to taking a position on the question.

These methods of determining a thesis are still answering a question. It’s just that you pose a question to answer for the thesis.  Here is an example.

Suppose, one of the topics you are given to write about is America’s National Parks. Books have been written about this subject. In fact, books have been written just about a single park. As you are thinking about it, you may realize how there is an issue about balancing between preserving the wilderness and allowing visitors. The question would then be Should visitors to America’s National Parks be regulated in order to preserve the wilderness?

One thesis might be There is no need for regulations for visiting America’s National Parks to preserve the wilderness.

 Another might be There should be reasonable regulations for visiting America’s National Parks in order to preserve the wilderness.

Finally, avoid using expressions that announce, “Now I will prove…” or “This essay is about …” Instead of telling the reader what the paper is about, a good paper simply proves the thesis in the body. Generally, you shouldn’t refer to your paper in your paper.

Here is an example of a good introduction with the thesis in red:

Not too long ago, everyday life was filled with burdensome, time-consuming chores that left little time for much more than completing these tasks.  People generally worked from their homes or within walking distance to their homes and rarely traveled far from them.  People were limited to whatever their physical capacities were.  All this changed dramatically as new technologies developed.  Modern technology has most improved our lives through convenience, efficiency, and accessibility.

Note how the background is general and leads up to the thesis.   No proof is given in the background sentences about how technology has improved lives.

Moreover, notice that the thesis in red is the last sentence of the introduction. It is a defensible statement.

A reasonable person could argue the opposite position:  Although modern technology has provided easier ways of completing some tasks, it has diminished the quality of life since people have to work too many hours to acquire these gadgets, have developed health problems as a result of excess use, and have lost focus on what is really valuable in life.

Quick Tips:

The introduction opens the essay and gives background information about the thesis.

Do not introduce your supporting points  (proof) in the introduction unless they are part of the thesis; save these for the body.

The thesis is placed at the end of the introductory paragraph.

Don’t use expressions like “this paper will be about” or “I intend to show…”

For more information on body paragraphs and supporting evidence, see Proving a Thesis – Evidence and Proving a Thesis – Logic, and Logical Fallacies and Appeals in Related Pages on the right sidebar.

Body paragraphs give proof for the thesis.  They should have one proof point per paragraph expressed in a topic sentence. The topic sentence is usually found at the beginning of each body paragraph and, like a thesis, must be a complete sentence. Each topic sentence must be directly related to and support the argument made by the thesis.

After the topic sentence, the rest of the paragraph should go on to support this one proof with examples and explanation. It is the details that support the topic sentences in the body paragraphs that make the arguments strong.

If the thesis statement stated that technology improved the quality of life, each body paragraph should begin with a reason why it has improved the quality of life.  This reason is called a  topic sentence .  Following are three examples of body paragraphs that provide support for the thesis that modern technology has improved our lives through convenience, efficiency, and accessibility:

     Almost every aspect of our lives has been improved through convenience provided by modern technology.  From the sound of music from an alarm clock in the morning to the end of the day being entertained in the convenience of our living room, our lives are improved.  The automatic coffee maker has the coffee ready at a certain time.  Cars or public transportation bring people to work where computers operate at the push of a button.  At home, there’s the convenience of washing machines and dryers, dishwashers, air conditioners, and power lawn mowers.  Modern technology has made life better with many conveniences.

     Not only has technology improved our lives through convenience, it has improved our lives through efficiency. The time saved by machines doing most of the work leaves more time for people to develop their personal goals or to just relax.  Years ago, when doing laundry could take all day, there wasn’t time left over to read or go to school or even just to take a leisurely walk.  Nowadays, people have more time and energy than ever to simply enjoy their lives and pursue their goals thanks to the efficiency of modern technology.

     Accessibility to a wide range of options has been expanded through modern technology.  Never before could people cross a continent or an ocean in an afternoon.  Travel is not the only way technology has created accessibility.  Software which types from voice commands has made using computers more accessible for school or work.  People with special needs have many new options thanks to modern technology such as special chairs or text readers.  Actually, those people who need hearing aids as a result of normal aging have access to continued communication and enjoyment of entertainment they did not previously have.  There are many ways technology has improved lives through increased accessibility.

Notice how these proof paragraphs stick to one proof point introduced in the topic sentences in red. These three paragraphs, not only support the original thesis, but go on to give details and explanations which explain the proof point in the topic sentence.

Quick Tips on Body Paragraphs

The body of your essay is where you give your main support for the thesis.

Each body paragraph should start with a Topic Sentence that is directly related to and supports the thesis statement.

Each body paragraph should also give details and explanations that further support the poof point for that paragraph.

Don’t use enumeration such as first, second, and third. The reader will know by the topic sentence that it is a new proof point.

See Proving the Thesis in Related Pages on the right sidebar for more information on proof.

The Conclusion

Instructors vary of what they expect in the conclusion; however, there is general agreement that conclusions should not introduce any new proof points, should include a restatement of the thesis, and should not contain any words such as “In conclusion.”

Some instructors want only a summary of the proof and a restatement of the thesis. Some instructors ask for a general prediction or implication of the information presented without a restatement of thesis. Still others may want to include a restatement along with a general prediction or implication of the information presents. Be sure to review assignment instructions or check with instructor.  If your assignment instructions don’t specify, just sum up the proof and restate the thesis.

Example which sums up proof and restates thesis :

Modern technology has created many conveniences in everyday from waking up to music to having coffee ready to getting to work and doing a day’s work.  The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work.  Modern technology has improved our lives through convenience, efficiency, and accessibility.

See how the thesis statement was restated in red. The two major arguments about the possible locations proven to be incorrect were also included to remind the reader of the major proof points made in the paper.

Example which makes a general prediction or implication of the information presented:

Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work.  The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work.  Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity. Here’s an example of a conclusion with a general prediction or implication statement with a restatement of thesis.

Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work.  The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work.  Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity. Modern technology has improved our lives through convenience, efficiency, and accessibility.

Quick Tips for Conclusions

• The conclusion brings the essay to an end and is typically the shortest paragraph.
• It is important to not introduce new ideas or information here.
• Unless otherwise specified in your assignment, just sum up the proof and restate the conclusion.
• Some instructors may want the concluding paragraph to contain a general prediction or observation implied from the information presented.
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Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

• Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
• Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

• like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
• arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
• focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

• quotations and/or paraphrases from sources.
• facts , e.g. statistics or findings from studies you’ve conducted.
• narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

• Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
• For example, your argument might be significant to studies of a certain time period .
• Alternately, it might be significant to a certain geographical region .
• Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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My Last Five Years of Work

I am 25. These next three years might be the last few years that I work. I am not ill, nor am I becoming a stay-at-home mom, nor have I been so financially fortunate to be on the brink of voluntary retirement. I stand at the edge of a technological development that seems likely, should it arrive, to end employment as I know it. 

I work at a frontier AI company. With every iteration of our model, I am confronted with something more capable and general than before. At this stage, it can competently generate cogent content on a wide range of topics. It can summarize and analyze texts passably well. As someone who at one point made money as a freelance writer and prided myself on my ability to write large amounts of content quickly, a skill which—like cutting blocks of ice from a frozen pond—is arguably obsolete, I find it hard not to notice these advances. Freelance writing was always an oversubscribed skillset, and the introduction of language models has further intensified competition. 

The general reaction to language models among knowledge workers is one of denial. They grasp at the ever diminishing number of places where such models still struggle , rather than noticing the ever-growing range of tasks where they have reached or passed human level. Many will point out that AI systems are not yet writing award-winning books, let alone patenting inventions. But most of us also don’t do these things.

The economically and politically relevant comparison on most tasks is not whether the language model is better than the best human, it is whether they are better than the human who would otherwise do that task. This makes the objection that AI systems are not yet coding long sequences or doing more than fairly basic math on their own a more relevant one. But these systems will continue to improve at all cognitive tasks. The shared goal of the field of artificial intelligence is to create a system that can do anything. I expect us to soon reach it. If I’m right, how should we think about the coming obsolescence of work?  

It is worth noting up front that even today, work is far from the only way to participate in society. Nevertheless, it has proven to be the best way to transfer wealth and resources; it provides personal goods like social connection, status, and meaning; and it offers social goods like political stability. Given this, should we meet the possibility of its loss with sadness, fear, joy, or hope? The overall economic effects of Artificial General Intelligence (AGI) are difficult to forecast, and here I will focus on the question of how people will feel without work—whether they will, or can, be happy. There are obviously other vital questions, like how people will be able to meet their material needs. Many have examined this question, with no final answer yet adopted as official policy for this contingency by any government. I am instead going to do something that may feel like cheating. I will go ahead and assume that people can meet their financial needs through universal basic income or other transfers and will solely concentrate on the question of whether people can and will be happy —or at least as happy as they are now—without work. 

The Obsolescence of Knowledge Work 

I expect AI to get much better than it is today. Research on AI systems has shown that they predictably improve given better algorithms, more and better quality data, and more computational power. Labs are in the process of further scaling up their clusters—the groupings of computers that the algorithms run on. Machine learning is a young field, with an enormous amount of “low hanging fruit” in terms of discoveries, meaning that researchers continuously find improvements to the algorithms of these AI systems. While an enormous amount of data has already been fed through them, there is still more to be found and it can also be generated by the systems themselves. So, given the “scaling laws”, we can reasonably foresee that these systems will keep getting better—at least until these inputs run out.

And at what rate will they get better? Language models are not, for the most part, continuously improving. They get better in discontinuous jumps. A rough analogy to the current LLM process is that making a new model is like baking a cake. You figure out your data and algorithms—like mixing the batter—and then you pretrain the model, that is, run it on a large number of computers for several months—like putting it in the oven—and then at the end you do some “post training”—like frosting and decorating the cake. Post training can adjust the model in certain ways, often to make it more harmless or honest, or to make it particularly good at some specific skill or use case—but most of what matters for the model’s capabilities, at least right now, is the underlying “cake,” and this can’t be easily adjusted without starting over and baking something new. So when it comes to the rate of progress, when models seem to plateau, you should actually assume that that just means that the next model is in the oven but hasn’t come out yet.

Many expect AI to eventually be able to do every economically useful task. I agree. Given the current trajectory of the technology, I expect AI to first excel at any kind of online work. Essentially anything that a remote worker can do, AI will do better. Copywriting, tax preparation, customer service, and many other tasks are or will soon be heavily automated. I can see the beginnings in areas like software development and contract law. Generally, tasks that involve reading, analyzing, and synthesizing information, and then generating content based on it, seem ripe for replacement by language models.

Obsolescence is unlikely to come for all types of work at the same pace, and even once we have “human-level AI,” the effects will look very different before and after the widespread deployment of robotics. The pace of improvements in robotics lags significantly behind cognitive automation. It is improving as well—but more slowly. Anyone who makes a living through  delicate and varied movements guided by situation specific know-how can expect to work for much longer than five more years. Thus, electricians, gardeners, plumbers, jewelry makers, hair stylists, as well as those who repair ironwork or make stained glass might find their handiwork contributing to our society for many more years to come. Regulated industries like medicine or the civil service will have human involvement for longer, but even there, I expect an increasingly small number of human workers who are increasingly supplemented with AI systems working alongside them.

Finally, I expect there to be jobs where humans are preferred to AIs even if the AIs can do the job equally well, or perhaps even if they can do it better. This will apply to jobs where something is gained from the very fact that a human is doing it—likely because it involves the consumer feeling like they have a relationship with the human worker as a human. Jobs that might fall into this category include counselors, doulas, caretakers for the elderly, babysitters, preschool teachers, priests and religious leaders, even sex workers—much has been made of AI girlfriends, but I still expect that a large percentage of buyers of in-person sexual services will have a strong preference for humans. Some have called these jobs “ nostalgic jobs .” It is possible, given deflationary pressures, that real wages in these remaining occupations remain enough to keep most people going, at roughly current labor force participation rates.

The Psychology of Employment

As automation rolls out across these industries, how should we expect people to feel? The common assumption about automation, even setting aside the financial effects, is that people will be incredibly unhappy without work. More evidence than not seems to point to unemployment having numerous and diverse negative physical and mental health ramifications, although the size of these effects varies : 

“The relationship between unemployment and health has been extensively explored. Alternative identification strategies, data sets, and labor market conditions have produced a vast array of results. These range from very large effects on mortality after job displacement (50–100% increases) as in Sullivan and von Wachter (2009), Eliason and Storrie (2009a) or Browning and Heinesen (2012) to relatively small ones (10–15% increases) as in Rege et al. (2009). The variance of the estimated effects on other—less severe—health and mental health outcomes is even larger, both within and across outcomes. Remarkably, several excellent studies find almost negligible (Kuhn et al. 2009; Black et al. 2015) and even zero effects (Salm 2009; Browning et al. 2006; Roulet A: The Effect of Unemployment on Health: Evidence from Denmark, unpublished).” 

One challenge of examining the effects of unemployment on health and wellbeing is the causality. Unhealthy or mentally ill people are more likely to lose or quit their jobs and are more likely to stay unemployed for longer. This means that results showing that the unemployed are mentally and physically sicker shouldn’t be taken to mean that unemployment necessarily makes them sicker.

One study that tried to tackle this looked at the effects of unemployment caused by the collapse of the Spanish construction industry on mental and physical health. This particular study was attempting to disentangle the causality because people who lose their job during a nationwide collapse of an industry will avoid this selection effect: these individuals are no more likely to have mental or physical issues than other members of the population. By looking at large-scale survey responses before and after the crisis, they found that unemployment did appear to increase the likelihood of reporting poorer health, by about 15% in their sample, and an increase in the chance of reporting having a mental disorder, by about one third.

It does seem that, overall, unemployment makes people sadder, sicker, and more anxious. But it isn’t clear if this is an inherent fact of unemployment, or a contingent one. It is difficult to isolate the pure psychological effects of being unemployed, because at present these are confounded with the financial effects—if you lose your job, you have less money—which produce stress that would not exist in the context of, say, universal basic income. It is also confounded with the “shame” aspect of being fired or laid off—of not working when you really feel you should be working—as opposed to the context where essentially all workers have been displaced. Intuitively, it seems there should be more negative psychological effects from losing a job in a way that feels like a personal failing, or that sets one apart from one’s peers, versus losing a job in a “blameless” way, or at the same time and in the same manner as one’s peers. At least with this aspect, there are ways to isolate it.

One study that gets around the “shame” confounder of unemployment is “ A Forced Vacation? The Stress of Being Temporarily Laid Off During a Pandemic ” by Scott Schieman, Quan Mai, and Ryu Won Kang. This study looked at Canadian workers who were temporarily laid off several months into the COVID-19 pandemic. They first assumed that such a disruption would increase psychological distress, but instead found that the self-reported wellbeing was more in line with the “forced vacation hypothesis,” suggesting that temporarily laid-off workers might initially experience lower distress due to the unique circumstances of the pandemic. 

Using survey data of unemployed and employed workers, and interviews with a subset of laid-off workers, they found that individuals who were temporarily laid off in April 2020 reported lower levels of distress compared to their peers who remained employed. By May 2020, the distress gap observed in April had vanished, indicating that being temporarily laid off was not associated with higher distress during these months. The interviews revealed that many workers viewed being left without work as a “forced vacation,” appreciating the break from work-related stress and valuing the time for self-care and family. The widespread nature of layoffs normalized the experience, reducing personal blame and fostering a sense of shared experience. Financial strain was mitigated by government support, personal savings, and reduced spending, which buffered against potential distress.

Stress ticked up later in the pandemic for these workers, which could indicate that long stretches of unemployment are psychologically different than short ones, but could also indicate that financial stress increased as people ate through their savings, a factor that would not apply under genuine universal basic income. The study suggests that the context and available support systems can significantly alter the psychological outcomes of unemployment—which seems promising for AGI-induced unemployment.

Plant closures, like the pandemic, might provide a “shame-free” way of entering unemployment. The study “ Effects of Layoffs and Plant Closings on Depression Among Older Workers ” by Jennie E. Brand, Becca R. Levy, and William T. Gallo looked at several hundred men and women who experienced layoffs as compared to plant closures, using longitudinal data from the Health and Retirement Study. They found that reported depression increased after both forms of displacement for men and women. But they found that depression was higher for men after being laid off than for a plant closure, and the reverse for women. The male side of this was hypothesized to be caused by the fact that being laid off felt more like a personal failure that singled the men out, whereas a plant closure was not related to their own worth and was experienced equally by their community. They didn’t have a great explanation for the women’s results, which leaves something to be desired.

From the studies on plant closures and pandemic layoffs, it seems that shame plays a role in making people unhappy after unemployment, which implies that they might be happier in full automation-induced unemployment, since it would be near-universal and not signify any personal failing.

A final piece that reveals a societal-psychological aspect to how much work is deemed necessary is that the amount has changed over time! The number of hours that people have worked has declined over the past 150 years . Work hours tend to decline as a country gets richer. It seems odd to assume that the current accepted amount of work of roughly 40 hours a week is the optimal amount. The 8-hour work day, weekends, time off—hard-fought and won by the labor movement!—seem to have been triumphs for human health and well-being. Why should we assume that stopping here is right? Why should we assume that less work was better in the past, but less work now would be worse?

Removing the shame that accompanies unemployment by removing the sense that one ought to be working seems one way to make people happier during unemployment. Another is what they do with their free time. Regardless of how one enters unemployment, one still confronts empty and often unstructured time. Is this, in and of itself, bad for people?

One paper, titled “ Having Too Little or Too Much Time Is Linked to Lower Subjective Well-Being ” by Marissa A. Sharif, Cassie Mogilner, and Hal E. Hershfield tried to explore whether it was possible to have “too much” leisure time. They hypothesized that discretionary time had an inverted U-shaped relationship with subjective well-being—meaning at low levels of discretionary time, increasing it increased well-being, while at high levels, increasing it decreased well-being. Using survey data (and a somewhat less reliable seeming “imagination activity”) it found that participants reported that no amount of “social” or “productive” discretionary time would be too much, though “solo” and “unproductive” discretionary time could be.

The paper concluded that it is possible to have too little discretionary time, but also possible to have too much, and that moderate amounts of discretionary time seemed best for subjective well-being. More time could be better, or at least not meaningfully worse, provided it was spent on “social” or “productive” leisure activities. This suggests that how people fare psychologically with their post-AGI unemployment will depend heavily on how they use their time, not how much of it there is—there is a path to positive well-being, if people spend time exercising, playing with their kids, spending time with friends, and so on.

The End of the Protestant Work Ethic  

Can we envision people free from the psychological burdens of shame and duty, using their time well, and being happy while not working? Yes, we certainly can, because many of us already, at least occasionally, are: people on weekends, on vacation, during summers when they are students. Perhaps these groups reflect the “optimal amount of free time” argument above—that some time off can be good, while too much off can be bad. Or they reflect the shame piece—people in these situations do not feel ashamed to not be working. Or perhaps some combination. 

We also tend to view retirement positively. If people are in fact happier after retirement, it might even suggest that not working under certain conditions is actually beneficial for well-being. A study published in Frontiers in Public Health looked at men in urban China and found that they were happier after retirement. Similarly, a study found English men reported better mental health and better subjective physical health after retirement.

Other studies find contradictory results, that retirement is actually associated with worse outcomes: the paper “ The Effects of Retirement on Physical and Mental Health Outcomes ” by Dhaval Dave, Inas Rashad, and Jasmina Spasojevic used data from the Health and Retirement Study covering 1992-2005 and found that retirement significantly increases difficulties in mobility and daily activities (5-16% increase), illness conditions (5-6% increase), and negatively impacts mental health (6-9% decline). These effects are mediated through lifestyle changes, such as reduced physical activity and social interactions. Mitigating factors include being married, maintaining physical activity, and part-time work post-retirement.

In contrast, “ Effect of retirement on major chronic conditions and fatigue: French GAZEL occupational cohort study ,” used a sample of about fifteen thousand French individuals with repeated measurements from seven years before to seven years after retirement. The study found that “retirement did not change the risk of major chronic diseases but was associated with a substantial reduction in mental and physical fatigue and depressive symptoms, particularly among people with chronic diseases.”

Overall, there is a fair amount of support for a vaguely U-shaped trajectory of happiness based on age, meaning that older people tend to self-report as happier, particularly between 60 and 75, though gender and income also affect the exact shape. This means that older people—those who, in developed countries, tend to be retired—self-report as happier, on average, than working people. Automation-induced unemployment could feel like retiring depending on how total it is. If essentially no one is working, and no one feels like they should be working, it might be more akin to retirement, in that it would lack the shameful element of feeling set apart from one’s peers.

Women provide another view on whether formal work is good for happiness. Women are, for the most part, relatively recent entrants to the formal labor market. In the U.S ., 18% of women were in the formal labor force in 1890. In 2016, 57% were. Has labor force participation made them happier? By some accounts: no. A paper that looked at subjective well-being for U.S. women from the General Social Survey between the 1970s and 2000s—a time when labor force participation was climbing —found both relative and absolute declines in female happiness. 

Of course, saying that women were not made happier by joining the workforce does not guarantee that leaving it would not make them unhappy. But I think women’s work and AI is a relatively optimistic story. Women have been able to automate unpleasant tasks via technological advances, while the more meaningful aspects of their work seem less likely to be automated away. 

When not participating in the formal labor market, women overwhelmingly fill their time with childcare and housework. The time needed to do housework has declined over time due to tools like washing machines, dryers, and dishwashers. These tools might serve as early analogous examples of the future effects of AI: reducing unwanted and burdensome work to free up time for other tasks deemed more necessary or enjoyable. Roombas are a comic and clear continuation of this trend. It seems likely that more advanced AI systems will also soon enter the home to fold clothes, cook meals, and the like.

That said, it seems less likely that AIs will so thoroughly automate childcare and child-rearing because this “work” is so much more about the relationship between the parties involved. Like therapy, childcare and teaching seems likely to be one of the forms of work where a preference for a human worker will persist the longest.

Another view on unemployment comes from the aristocrats of the past. In the early modern era, landed gentry and similar were essentially unemployed. Perhaps they did some minor administration of their tenants, some dabbled in politics or were dragged into military projects, but compared to most formal workers they seem to have worked relatively few hours. They filled the remainder of their time with intricate social rituals like balls and parties, hobbies like hunting, studying literature, and philosophy, producing and consuming art, writing letters, and spending time with friends and family. We don’t have much real well-being survey data from this group, but, hedonically, they seem to have been fine. Perhaps they suffered from some ennui, but if we were informed that the great mass of humanity was going to enter their position, I don’t think people would be particularly worried.

If we do manage to obtain a world where people have their material needs met but also have no need to work, aristocrats could be a relevant comparison. Doubly so because they were part of a social world where their peers were similarly unemployed. I sometimes wonder if there is some implicit classism in people’s worries about unemployment: the rich will know how to use their time well, but the poor will need to be kept busy. I suppose we’ll soon find out. 

We also have to consider what effects unemployment will have when it encompasses entire civilizations. The Culture, the people of Iain Banks’ eponymously named science-fiction series, face exactly this conundrum. They are a completely post-scarcity society. Money is viewed as crude and irrelevant for allocating resources. Living space, raw materials, and energy are produced in abundance for its citizens: “the capacity of its means of production ubiquitously and comprehensively exceeded every reasonable… demand its not unimaginative citizens could make.” Yet, the Culture has at least one need that this abundance cannot satisfy: 

“The only desire the Culture could not satisfy from within itself was one common to both the descendants of its original human stock and the machines they had (at however great a remove) brought into being: the urge not to feel useless. The Culture’s sole justification for the relatively unworried, hedonistic life its population enjoyed was its good works; the secular evangelism of the Contact Section, not simply finding, cataloguing, investigating and analysing other, less advanced civilisations but – where the circumstances appeared to Contact to justify so doing – actually interfering (overtly or covertly) in the historical processes of those other cultures.”

This society is fully able to meet the material needs of its people—but it still must reckon with their “spiritual” needs, of feeling like they have a reason for being. In this case, one that they satisfy via studying and interfering with other galactic species. One does have to wonder what happens when this work is done—all the species found and uplifted. And for us, will we too turn to the stars ? It isn’t crazy. I suppose the question is really: will we turn to the stars even when the machines we make are able to do that better than we can, just as they can do everything else better too? 

Do you do anything that you are notably worse at than other people just for the sheer value of your doing it, either the joy or the meaning? I do. I dance ballet although I know that being a prima ballerina now that I am in my mid-twenties is long behind me—but moving my body like that brings me joy. We can think of this as the hedonic reason for doing an activity others can do better. 

Although a trained therapist might be able to counsel my friends or family through their troubles better, I still do it, because there is value in me being the one to do so. We can think of this as the relational reason for doing something others can do better. I write because sometimes I enjoy it, and sometimes I think it betters me. I know others do so better, but I don’t care—at least not all the time. The reasons for this are part hedonic and part virtue or morality . 

A renowned AI researcher once told me that he is practicing for post-AGI by taking up activities that he is not particularly good at: jiu-jitsu, surfing, and so on, and savoring the doing even without excellence. This is how we can prepare for our future where we will have to do things from joy rather than need, where we will no longer be the best at them, but will still have to choose how to fill our days.

We will also not need to choose how to fill our time alone: in the context where we are all out of work—and where this is one of our main worries—it means we built relatively-aligned artificial general intelligence. For the same reasons I expect us to reach AGI, I expect it to progress beyond this point, to where we have “superhuman” systems. For the same reason these systems will be helpful with anything, we should expect that these systems will be able to help with the problems that they create. If we believe there are solutions to unhappiness or a feeling of a loss of purpose, and that these solutions can be found with intelligence, then we should expect these systems to be able to help us find them. This may sound self-serving or wishful, and will doubtless leave many unsatisfied. But, I believe that if we really think these systems will be able to replace us, there is no reason to believe they will not also be able to help us in our search for meaning.

Avital Balwit lives in San Francisco and works as Chief of Staff to the CEO at Anthropic. This piece was written entirely in her personal capacity and does not reflect the views of Anthropic. You can find more of her writing here or follow her at @AvitalBalwit .