{"id":6936,"date":"2018-10-30T10:44:32","date_gmt":"2018-10-30T17:44:32","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=6936"},"modified":"2020-07-11T14:33:44","modified_gmt":"2020-07-11T21:33:44","slug":"how-to-hook-your-reader","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/how-to-hook-your-reader","title":{"rendered":"How to Hook Your Reader in a Multiple-Paragraph Essay"},"content":{"rendered":"

Set the hook expertly and with patience.<\/i><\/span><\/span><\/h4>\n

 <\/p>\n

Why do we need a hook?<\/span><\/h2>\n

An effective introduction always begins with an engaging hook.\u00a0 The hook starts a conversation with the reader in a way that is interesting and appropriate to the writing. A good hook demonstrates that you know your audience and that you understand what they care about.\u00a0 Most importantly, it makes the reader want to keep reading.\u00a0 A good hook prepares the reader to absorb the nitty-gritty details, facts, statistics and quotations that will be a big part of your text and evidence-based essay, and it does it in a way that motivates the reader to want to go down this path with you.<\/span><\/p>\n

Slow Your Roll<\/span><\/h2>\n

A good hook shouldn\u2019t be rushed.\u00a0 A lot of writers want to get right into the facts and figures; they want to present the argument or thesis immediately.\u00a0 They basically want to \u201canswer the question\u201d quickly so that they can get on with finishing the essay and move on to other things.\u00a0 The problem with this approach is that it can sometimes seem too formal, too rushed or even dull.\u00a0 Additionally, the hook is a great place to some length and \u201cheft\u201dto your essay.\u00a0 Some writers complain that their compositions are too short.\u00a0 Well, the hook is one place where you can beef the essay up a little.\u00a0<\/span><\/p>\n

As an additional bonus, the hook is one place in your essay where you can get a little creative, literary even.\u00a0 Here\u2019s something to remember, if it was fun to write your hook, it will be fun for your reader to read your hook. Of course, the length of the introduction\u2019s hook does depend on how much time you have to finish your essay.\u00a0 Timed essays and short responses will have shorter and more quickly created hooks than essays that are written over the course of several days.<\/span><\/p>\n

Hook Models<\/span><\/h2>\n

Provided here are a number of specific hook-writing techniques that you can use to begin your essay. Some are quick and to-the-point, some more developed and complex. Some are formal, some informal. While you\u2019re writing, you can quickly access each of these techniques by drawing down the pulldown curtain located in the bottom-center of the hook writing frame.\u00a0<\/span><\/p>\n

All of these models and techniques should help you to start your essay introductions effectively.\u00a0 In each of the examples to follow, the essay prompt or thesis will be included.\u00a0 <\/span>The hook itself will be highlighted in blue<\/span>.<\/span>\u00a0 In each example the hook <\/span>will transition into the <\/span>thesis statement<\/span> and the beginning of the first <\/span>POP<\/span> so you can see how it looks as it blends in with the rest of the introductory paragraph.\u00a0 <\/span><\/p>\n

\n

Hook Technique 1: The Expert<\/span><\/h3>\n

Begin this hook by introducing an expert<\/span> on the topic who provides a knowledgeable \u00a0perspective that supports your thesis. This technique immediately lends credibility to your writing. \u00a0Look at the following example:<\/span><\/p>\n

Type of essay: \u00a0<\/b>persuasive \/ argumentative
\n<\/span>The prompt:<\/b> Pit Bulls are commonly considered to be unpredictable and even vicious animals.\u00a0 They are frequently portrayed in the media as enough of a societal threat that they should be subject to stringent leashing requirements and prohibited from public spaces such as playgrounds and dog parks.\u00a0 Do you believe that pit bulls should be singled out and restricted because of their vicious natures?<\/span><\/p>\n

The Hook
\n<\/b>Camryn Rogers is a professional dog trainer in Southern California and at any given time she owns or houses anywhere from seven to twenty dogs. You could say she is a bit canine-obsessed. \u00a0Over time, Camryn has learned to reliably assess the relative temperament of most dog breeds. She even has developed a temperament scale which provides a ferociousness\/ friendliness score for most common canine breeds. Surprisingly, pit bulls, dogs that are popularly considered to be very aggressive, tend to score in the \u201cfriendly\u201d spectrum of this scale. \u00a0According to Rogers, many of her most docile and loyal dogs are, in fact, American Bull Terriers or pit bulls. \u201cThey really are a very misunderstood breed\u201d, says Rogers. Rogers is not alone in her defense of the breed.<\/span> <\/span>\u00a0<\/span>The evidence shows that despite frequent attempts by the media and public at large to portray pit bulls as vicious and savage animals, they are in fact a friendly and loyal breed, and any attempt to treat them as especially dangerous would be irrational and unfair. <\/span>\u00a0This paper will show that despite popular conceptions, pitbulls are statistically…<\/span><\/span><\/p>\n

Why this hook works: \u00a0<\/span><\/h4>\n

We tend to trust experts, and the expert dog trainer introduced in this hook not only brings a deep knowledge of dogs to the table, she also reveals something we don\u2019t expect – pit bulls actually aren\u2019t the vicious animals everyone would like us to believe they are. The hook works not only because the expert testimony creates a sense of trust and importance, but also because the testimony supports an interesting and unexpected point of view. Also notice how the hook smoothly transitions into the thesis statement. <\/span><\/p>\n

\n

Hook Technique 2: Setting the Scene \u00a0<\/span><\/h3>\n

With this hook you drop the reader directly into a compelling scene or setting.\u00a0 <\/span>This technique allows you to show off some of your narrative\/ storytelling skills while setting the scene for a number of different types of essays. <\/span><\/p>\n

Type of essay: \u00a0<\/b>persuasive \/ argumentative
\n<\/span>The prompt:<\/b> People have a natural, almost primal fear of rattlesnakes. Often the first reaction to seeing a rattler in a residential area is panic and fear.\u00a0 In areas such as suburban Southern California, is it possible for rattlesnakes and humans to coexist with one another?
\n<\/span><\/b><\/p>\n

The Hook
\n<\/b>Perfectly still, except for a flickering, forked tongue, lies a prehistoric-looking serpent, sunning itself on the terracotta tiles of somebody\u2019s back porch. \u00a0It’s eyes are black pinpricks, and its rusty-brown scales glisten like glass. Only when disturbed or annoyed does it sound it’s wickedly dry rattle. \u201cStay away away or suffer the consequences!\u201d it announces rhythmically. While most cautious folks would take great care to give wide berth to such a creature, the residents of Southern California’s Northridge suburb have grown quite accustomed to the sound of the Mojave rattlesnake in a state of agitation. \u00a0Does the rattling cause these residents to panic? Not really. The sound creates instead a healthy sense of cautiousness, curiosity and respect. <\/span>\u00a0<\/span>Human beings and rattlesnakes seem a truly unlikely pair, but in many suburban regions of Southern California, \u00a0Arizona and Nevada people and rattlers have coexisted in the most unexpected ways. You might even call the relationship downright amicable. <\/span>\u00a0<\/span>This paper will \u00a0focus on examples of…<\/span><\/p>\n

Why this hook works<\/span><\/h4>\n

The fearsome image of an agitated rattlesnake on the back porch is bound to get any reader\u2019s attention.\u00a0 This hook is descriptive, even literary, and it capitalizes on the fear factor.\u00a0 Then it shifts to the unexpected — these deadly snakes aren\u2019t that big of a deal to certain California suburbanites.\u00a0 The hook is effective for three reasons:\u00a0 it creates a sense of excitement; it switches gears unexpectedly; it transitions smoothly into the thesis.\u00a0 Give this technique a try. <\/span><\/p>\n

\n

Hook Technique 3: \u00a0Reflective\/ Philosophical: \u00a0<\/span><\/h3>\n

In this approach to a hook you allow yourself to philosophize or to supply some reflective background relating to the theme of the topic you are writing about.\u00a0 This will prepare your reader in advance to think more deeply about the topic to come. This approach shows that you are serious. <\/span><\/p>\n

Type of essay: \u00a0<\/b>response to literature
\n<\/span>The prompt:<\/b> \u00a0In a multiple-paragraph essay discuss a recurring theme that is addressed in Smokey Robinson\u2019s two songs, \u201cThe Tracks of My Tears\u201d and \u201cThe Tears of a Clown\u201d
\n<\/span><\/b><\/p>\n

The Hook:
\n<\/b>Love hurts, a wise man once claimed. \u00a0That fellow must have been on to something because their are literally catalogues of popular music dedicated to the subject of heartbreak and its affect on its unfortunate victims. \u00a0There are, one might surmise, dozens of ways to react to unrequited or rejected love and the subsequent turmoil it causes. Dark and desperate melancholy; \u201cI’m so lonely I could cry\u201d, wailed Hank Williams in the face of being left by a woman. \u00a0Jimi Hendrix scribed an ode to revenge when he wailed, \u201cHey Joe, I heard you shot your lady down.\u201d The Clash\u2019s Mick Jones isn\u2019t quite as extreme as Jimi\u2019s desperate Joe, but still sounds disappointed when he asks, \u201cDid you stand by me? No, not at all. \u00a0Did you stand by me? No way.\u201d<\/span> Of course, another common reaction to heartbreak is good old-fashioned repression and denial. \u00a0Such is the case in Smokey Robinson\u2019s songs, \u201cThe Tracks of My Tears\u201d and \u201cThe Tears of a Clown\u201d. \u00a0These songs, both lyrically and musically, explore the feelings men who wear masks of happiness to hide deep heartache caused by being rejected by the ones they love.<\/span> \u00a0<\/span>This paper will focus not only on\u2026<\/span><\/p>\n

Why this hook works<\/span><\/h4>\n

The writer of this hook knows her music history and gives three consecutive lyrical examples of how the subject of heartbreak has been handled by other famous rock and pop musicians. The hook reflects on the ubiquitous nature of this theme in popular music. It also transitions seamlessly into the thesis statement.<\/span><\/p>\n

Another Reflective\/Philosophical Hook<\/span><\/h3>\n

Type of essay: <\/b>response to literature
\n<\/span>The Prompt: Sonnet 130 (My Mistress\u2019s Eyes) and \u201cMy Funny Valentine\u201d are two comparable literary expressions of love.\u00a0 In a multiple-paragraph essay, discuss how these two works, despite being very different forms written in very different eras, handle themes surrounding love.<\/span> <\/b><\/p>\n

\u201cI know only one duty, and that is to love\u201d. \u00a0Such sentiments as these spoken by Albert Camus remind the reader that as St. Valentine’s Day approaches, one cannot help but contemplate not only the act of being in love, but also how to best express one\u2019s love in the most effective way. \u00a0Failing in this regard is not an option, as the consequences might prove awkward, embarrassing or even painful. For this reason, people prone to romance have for centuries studied and emulated love poetry written by the masters in an attempt to uncover the secrets of truly expressive and convincing declarations of infatuation and amour. Pablo Neruda, Percy Shelley and Emily Bronte, to name a few have provided the world with romantic love poem templates that have most assuredly been nicked by the lovelorn for decades. \u00a0There are so many fabulous examples that it seems quite odd that anyone would resort to mimicking verse that casts dispersions or even insults towards one\u2019s lover. <\/span>That\u2019s what makes William Shakespeare\u2019s<\/span> Sonnet 130 and Rodgers and Hart\u2019s \u201cMy Funny Valentine\u201d so very interesting. \u00a0These two very popular, but very unlikely expressions of love can be compared in a number of intriguing \u00a0ways.<\/span><\/span> Both works are notable in that they seem to\u2026\u2026<\/span><\/p>\n

Why this hook works<\/span><\/h4>\n

The hook reflects on the very nature of love poetry and muses on why people seek and study examples of such verse to use in their own lives. The mention of a few heavyweights gives it a bit of gravity.\u00a0 The gears get switched a little when we learn that the two poems that are going to be analyzed might contain insults.\u00a0 The transition between this part of the hook and the thesis statement is very smooth.\u00a0 Adding on a quote by the philosopher Albert Camus helps to further engage the reader.<\/span><\/p>\n

\n

Hook Technique 4: Present a Real and Relatable Experience<\/span><\/h3>\n

Sometimes the best way to engage the reader is to appeal to ideas, thoughts or experiences that they have had or are having.\u00a0 This technique often involves asking direct questions of the reader, then presenting a scenario that they likely have experienced.<\/span><\/p>\n

Type of essay: \u00a0<\/b>Response to literature
\n<\/span>The Prompt: \u00a0<\/b>In a text-evidence-based, multiple-paragraph essay, discuss how the opinions expressed in the literature of Walt Whitman, Pink Floyd, Albert Einstein and the bloggers of quora all present similar criticism of education, educational reform and learning in general.<\/span><\/p>\n

Have you ever wanted to just get up in the middle of class, tell the teacher a thing or two about how poorly he does his job, and then straight up walk out of the classroom? \u00a0Have you ever been so bored during a lecture that you wanted to throw your hands up and yell, \u201cI quit!\u201d I’d wager that most students have had this fantasy at least once in their school careers. \u00a0The fact is, whether teachers care to admit it or not, their teaching methods are sometimes intolerably boring or annoying to their students. So, it’s not surprising that students sometimes tune out, act out or dream about taking off without permission. \u00a0\u00a0This is precisely what happens to the student in Walt Whitman’s poem, “When I Heard the Learn’d Astronomer” when he leaves the lecture hall after realizing that the lecturer’s overly math-oriented explanation of the stars is not for him. <\/span>All of the literature we have been analyzing recently seem to be comparable to Whitman’s poem in terms of how they comment on the issues of education, educational reform and learning in general. <\/span>\u00a0\u00a0I will begin this paper with an analysis of\u2026..<\/span><\/span><\/p>\n

Why this hook works \u00a0<\/span><\/h4>\n

Most people, students and teachers included, can probably relate to being bored or annoyed by a teacher.\u00a0 This hook takes advantage of that common experience. This hook also personalizes the essay by asking a series of questions of the reader. This is an add-on technique that will be covered a little later on.\u00a0 This hook transitions smoothly into the thesis by mentioning one of the literary works to be analyzed, Whitman\u2019s \u201cWhen I heard the Learn\u2019d Astronomer\u201d.<\/span><\/p>\n

\n

Hook Technique 5: \u00a0Present Alternative Theories <\/span><\/h3>\n

This technique draws the reader in by offering a number of different possible answers to the prompt before settling on your own theory and thesis.\u00a0 If done properly, this technique can build suspense.<\/span><\/p>\n

Type of essay: \u00a0<\/b>Research \/ Argumentative
\n<\/span>The prompt:<\/b> \u00a0In a multiple-paragraph essay explore a factor or several factors that led to the sinking of the RMS Titanic and the deaths of over 1,500 passengers.<\/span><\/p>\n

The Hook:
\n<\/b>For more than 100 years now people have been asking the question, \u201cWhat really caused the Titanic to sink?\u201d and \u201cWho was responsible for the tragedy?\u201d This tragedy remains, perhaps, one of the greatest unsolved mysteries in history. \u00a0\u00a0Several people could probably be blamed for the tragic sinking of the legendary cruise liner. For many, the ship’s captain, Edward J. Smith is a prime and obvious suspect. After all, as the skipper, shouldn’t the buck have stopped with him? \u00a0\u00a0Many blame the captain of the Californian, Stanley Lord who ignored the frantic distress calls of the nearby Titanic on the night of the catastrophe. Maybe he could have saved those 1,500 victims had he just paying better attention. Still others blame non-human factors such as bad rivets, bad weather or just plain bad luck. \u00a0But who or what was really to blame for the sinking of the Titanic and the loss of all those unfortunate souls?<\/span> I believe that it is clear from the evidence that it was the Titanic’s chief architect, Thomas Andrews, who was mainly responsible for the tragic event.<\/span> \u00a0Afterall, It was Andrews who\u2026..<\/span><\/span><\/p>\n

Why this hook works<\/span><\/h4>\n

Background is provided here as alternative suspects responsible for the tragedy are presented one by one.\u00a0 A bit of suspense is created as well as the reader naturally attempts to guess which one of the possible causes is the one the reader will point the finger at. Finally, expectations become shifted when \u201cnone of the above are chosen\u201d and Thomas Andrews takes the blame.\u00a0 This hook sort of has a \u201ccourtroom drama\u201d feel to it.\u00a0 Adding on two rhetorical questions at the outset help to engage the reader as well.\u00a0 Give this method a shot. <\/span><\/p>\n

\n

Hook Technique 6: \u00a0The Personal Anecdote<\/span><\/h3>\n

With this technique you yourself become a character.\u00a0 This hook is more intimate than the others.\u00a0 It says, \u201cI have something personal to share with you.\u201d\u00a0 Usually the anecdote is a related memory or experience of\u00a0 essayist\u2019s that can relate directly to the prompt or thesis.\u00a0 There is something old fashioned about this strategy.\u00a0 Starting with a story is a tried-and-true, quaint method for beginning an essay.<\/span><\/p>\n

Type of essay: \u00a0<\/b>response to literature
\n<\/span>The prompt:<\/b> \u00a0In a text-evidence-based, multiple-paragraph essay, give your reaction to Denise Levertov\u2019s short poem, \u201cMoon Tiger\u201d.<\/span><\/p>\n

When I was quite young, I was possessed of a wild and uncontrollable imagination that would at the slightest provocation convert the ordinary and mundane into \u00a0the fantastic and bizarre. This, of course was especially true at night. At nighttime the trees outside by the streetlight would become an two assassins conspiring to commit a crime . \u00a0A dog’s howl was was the spirit of a tormented soul. I remember that when my mom would turn out the lights in my room, the floor would transform into a wall-to-wall nest of deadly vipers ready to strike if I attempted to escape. \u00a0It is with this, perhaps somewhat twisted background, that I approach Denise Levertov’s elusive poem, “Moon Tiger”. There are a lot of possible explanations as to what the moon tiger from the poem actually is. Some say it’s a house cat or an intruder. \u00a0Others argue that the mysterious creature represents a more abstract concept such as time or even death. <\/span>But, after careful reading and analysis, however, it seems fairly obvious that the moon tiger is, quite simply, the moonlight coming \u00a0into a child’s room through the jalousies or louvered blinds.<\/span> This theory can be traced…<\/span> <\/span>\u00a0<\/span><\/p>\n

Why this hook works <\/span><\/h4>\n

By talking about his own childhood, the writer gives this paragraph a decidedly personal and perhaps even informal touch.\u00a0 The hook has a literary feel that allows the writer to bring a touch of his own creative style. \u00a0 <\/span><\/p>\n

\n

Hook Technique 7: \u00a0Provide Background Information<\/span><\/h3>\n

Sometimes your reader needs some context.\u00a0 Certain arguments or explanations will be lost on your audience if you do not provide them with critical background information.\u00a0 Think of this technique as getting your readers caught up so that they might follow your logic.<\/span>\u00a0\u00a0<\/span><\/p>\n

Example 1<\/span><\/h3>\n

Type of essay: \u00a0<\/b>persuasive \/ school newspaper editorial
\n<\/span>The prompt:<\/b> Our principal announced recently that, based on a recommendation from our school\u2019s booster club, she would likely be setting aside most of our $500,000 in State bond funds for the purchase of football stadium lights.\u00a0 Advocates of his plan are excited by the prospect of finally being able to enjoy some Friday night games; they believe stadium lights will create a sense of school tradition and spirit.\u00a0 Opponents contend that diverting these funds would hurt the school\u2019s academic programs and that this money would be more wisely spent on purchasing new textbooks, hiring more teachers or creating a computer lab.\u00a0 In a multiple-paragraph, evidence-based essay, argue why the available funds be used to purchase football stadium lights, as our principal and boosters wish, or whether they should be set aside for our academic program.<\/span><\/p>\n

It’s actually pretty amazing. \u00a0At a time when it seems that funding for schools is rapidly disappearing, Whitney High School has suddenly been graced with $500,000 to make improvements to our campus. \u00a0How did we get so lucky, you ask? Well, if you haven’t heard, principal MacGuire was approached last month by district officials who informed her that a stockpile of State bond money had been discovered and some of it was earmarked for Whitney – a half-million dollars, to be exact. \u00a0The talk around campus has regarding how to spend these funds has been quite energetic. Students, teachers and alumni groups have all weighed in. One of the most vocal of these groups has been our powerful boosters club who have advocated that we use the funding to construct football stadium lights so that Whitney can finally host night games. \u00a0The proposed cost of such a project? $488,000 — almost the entire amount that we will be receiving in bond money.<\/span> While football stadium lights certainly would create a \u201cFriday Night Lights\u201d atmosphere and increase our school spirit, this is not how we should be spending this money.<\/span> \u00a0A much better long-term investment would be to…<\/span><\/span><\/p>\n

Why this hook works <\/span><\/h4>\n

It cannot be assumed that the reader of this opinion piece is aware that these state bond funds even exist.\u00a0 The basic and necessary facts need to be laid out clearly so that everyone is on the same page.\u00a0 The tone here is professional and neutral.\u00a0 It is not yet time to bring in the opinion of the essayist.\u00a0 That will come a little later.<\/span><\/p>\n

Example #2 <\/span><\/h3>\n

Type of essay: \u00a0<\/b>response to literature
\n<\/span>The prompt:<\/b> In the novel Walk Two Moons, Sharon Creech uses subtle hints and clues about events that will happen later in her story. This type of literary technique is known as foreshadowing. In a multiple-paragraph, evidence-based essay, discuss how Creech uses foreshadowing to create suspense, build tension and set up plot developments that occur later in the novel.<\/span><\/p>\n

This school year has been quite the literary journey. \u00a0Thanks to the sound tutelage of our teacher, Ms. Torres, we have explored an impressive array literary techniques and devices that writers employ to grab our attention, challenge our imaginations and cause us to dig deeper into the works we read. \u00a0Figurative language was fun. I thought Pablo Neruda’s use of metaphor and simile was particularly skillful. Our study of mood and tone was intriguing. Who knew that certain words held such emotional impact. Most recently we have been studying foreshadowing, that subtle sign or warning that writers use to signal what is to come later in the story. \u00a0This device has turned out to be one of my favorites and it is used to great effect in the novel we just recently finished, Walk Two Moons.<\/span> In this tale, the author, Sharon Creech, uses ample foreshadowing to provide the reader with hints and clues about the deaths of three important characters in the story. \u00a0The use of this technique creates<\/span><\/p>\n

Why this hook works \u00a0<\/span><\/h4>\n

This background information is more informal and directly towards fellow classmates or the teacher herself.\u00a0 Sometimes, if you know your audience is just your classmates, you can discuss your collective experience as students and learners.\u00a0 This <\/span>walk-down-memory-lane <\/span><\/i>approach can be very engaging for your peers<\/span><\/p>\n

Hook Add-ons <\/span><\/h3>\n

The following techniques don\u2019t necessarily work as complete hooks on their own, but they work nicely as add-ons or attachments to the previously suggested hook strategies.\u00a0 They certainly add some \u201dspice\u201d, but will not get you to the full 4-6 sentences that you really want for a fully-developed, conversation-starting hook. <\/span><\/p>\n

Add-on # 1 — Add a Quote <\/span><\/h4>\n

Begin your hook with a quote by a famous person or start things off with a relevant and\/or philosophical or literary quote. Then transition into the rest of your hook.\u00a0 In the following examples, the quote add-on will be <\/span>highlighted in light blue<\/span>.<\/span><\/p>\n

Example 1<\/span><\/h5>\n

\u201cSo we beat on, boats against the current, borne back ceaselessly into the past.\u201d<\/span><\/i>\u00a0\u00a0<\/span>These words of Nick Carraway from Fitzgerald\u2019s, The Great Gatsby, perfectly describe\u2026\u201d \u00a0<\/span>Continue on with the rest of the hook<\/span><\/i><\/p>\n

Example 2 <\/span>\u00a0<\/span><\/i><\/h5>\n

\u201cWhen we love, we always strive to become better than we are. When we strive to become better than we are, everything around us becomes better too.\u201d<\/span><\/i><\/span> Agree or not, but these words from The Alchemist determine\u2026\u201d <\/span>Continue on with the rest of the hook<\/span><\/i><\/p>\n

Add-on #2 — Begin with a series of questions<\/span><\/h3>\n

Ask a series of rhetorical questions. Readers naturally want to answer questions that you ask them, so this strategy can be immediately engaging. \u00a0Is usually best to begin with two or three back-to back questions, then transition onto the rest of your hook. <\/span>The technique is highlighted here in light blue.<\/span><\/p>\n

Example 1<\/h5>\n

Did you know that turtles are capable of breathing from their butts? \u00a0Were you aware that penguins can go three months without food? Would it surprise you that rattlesnakes can \u201csee\u201d your heat signature? <\/span>\u00a0All these things are true and they dramatize the amazing abilities that animals possess.<\/span> \u00a0<\/span>Continue on with the rest of the hook<\/span><\/i><\/p>\n

Example 2<\/h5>\n

Is the driver of a vehicle <\/span>always <\/b>at fault when an accident occurs? Or can the car itself sometimes be blamed when things go awry on the road? And can the rules of cars on the road be applied to the rules of ships on the sea? <\/span><\/span>\u00a0Such questions are interesting to consider when discussing one of the most famous maritime disasters in history, the 1912 sinking of the RMS Titanic. \u00a0<\/span>Continue on with the rest of the hook<\/span><\/i><\/p>\n

 <\/p>\n\n

\n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

A good hook demonstrates that you know your audience and that you understand what they care about. More importantly, it makes the reader want to keep reading.<\/p>\n","protected":false},"author":6,"featured_media":6937,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[201],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/6936"}],"collection":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/comments?post=6936"}],"version-history":[{"count":14,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/6936\/revisions"}],"predecessor-version":[{"id":11479,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/6936\/revisions\/11479"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/6937"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=6936"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=6936"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=6936"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}