Seattle University
WRITING CENTER
established 1987
(206) 296-6239
www.seattleu.edu/writingcenter
Lemieux Library, second floor
Old-New Contract: How to Make Writing Flow
The old-new contract states that a reader comprehends writing best when the
writer moves from information that the reader already knows (old
information) to information the reader has yet to know (new information).
IN TITLES:
question
strategy
Before the reader starts to read an essay, everything in it is new information. Ideally, the
reader is hooked by the title, which offers something old (a subject or question that appeals
to the reader) and something new (a promise of new information, surprising argument, or
challenging perspective).
“Is Milk a Health Food?”
thesis or purpose
strategy
old: appeals to readers interested in milk, health foods, or the classification of foods
new: promises an interesting, surprising answer
“Why the United States Should Adopt Nuclear Power”
two-part
strategy using
a colon
old: appeals to readers interested in nuclear power
new: promises a pro-nuclear argument
“McDonald’s Should Sell Grass-Fed Beef: Ending Subsidies for Cheap Meat”
old: appeals to readers interested in subsidies, meat production, and food cost
new: promises an argument against certain subsidies
IN INTRODUCTIONS:
The beginning of an introduction ties to the
reader’s previous knowledge from the title (old
information) and develops the problem that the
thesis will try to address. The thesis (new
information) typically comes at the end of the
introduction and is often accompanied by a
mapping statement that helps the reader
forecast the new information still to come.
1. HOOK
2. PROBLEM (old information)
3. QUESTION
4. THESIS (new information)
5. MAPPING STATEMENT
Seattle University
QUICKTIPS
WRITING CENTER
established 1987
Transitions
Old-new contract can also be practiced on the sentence level by using transitional
words or phrases. Transitions function as signposts, signaling to the reader that the
road is turning. (You wouldn’t like for the reader to drive off a cliff, would you?)
FUNCTION

sequence
WORDS OR PHRASES

first, second, third, next, finally, earlier, later,
meanwhile, afterward

restatement

that is, in other words, to put it another way

replacement

rather, instead

example

for example, for instance, case in point

reason

because, since, for

consequence

therefore, hence, so, consequently, then, as a
result, accordingly, as a consequence

denied consequence

still, nevertheless, even so

concession

although, even though, granted that

similarity

in comparison, likewise, similarly

contrast

however, in contrast, conversely, on the other
hand, but, on the contrary

addition

in addition, also, moreover, furthermore

conclusion

in brief, in sum, in short, in conclusion, to
sum up, to conclude
© Seattle University Writing Center | October 2012
content adapted from “Teaching Old-Before-New” by Dr. John Bean
“The Science of Scientific Writing” by George Gopen and Judith Swan
* For more tips like these, check out seattleu.edu/writingcenter/resources.