EXPLANATORY WRITING HAS A SPECIFIC STRUCTURE: (pg. 100) Topic sentence – A sentence that presents a topic and the writer’s claim about or position on the topic. Transitions – Words and phrases used to connect ideas Supporting information – Specific and relevant facts and details that are appropriate for the topic Commentary – Sentences that explain how the detail is relevant to the topic sentence. Concluding Statement – A final piece of commentary that supports the explanation. It brings a sense of closure to the paragraph.

Text features include all the components of a story or article that are not the main body of text. These include the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams.

Credibility is the quality of being believable or trustworthy

Primary sources are original records of historical periods or events made by people during an event. These sources give you first-hand, or 'eye witness', information about things that happened in the past because the authors were actually there.

Secondary sources are second-hand information Secondary sources are second-hand information. They may contain information that has been interpreted, commented on, analyzed or processed at a distance from the original. Secondary sources are usually produced after an event has occurred.

Rhetoric is the art of using words to persuade in writing or speaking

A Claim is a statement that asserts something to be true A Claim is a statement that asserts something to be true. A claim can either be factual or a judgment. A Counterclaim is the opposite of the argument, or the opposing argument.

Explanatory/Informational Writing is writing with the purpose to inform, explain, describe, or define the author's subject to the reader. Common Organizational Patterns: -Compare/Contrast – explain how 2+ more things are alike/ different -Cause/Effect - identifies one more causes and the resulting effects -Definition – describes characteristics, features or examples -Problem/Solution – the writer addresses a problem and possible ways to fix it

What are the purposes of introductions? Why are introductions important? Students should discuss the purposes of introductions and their importance. Their ideas should be charted and then compared to the purposes listed on the following slide that are taken from the Introduction Scoring Guide. With some teacher guidance and prompting, the purposes from the students and those from the Scoring Guide will match (although the language may be different). Discuss with a partner!

Introductions grab the reader’s attention. clearly imply an organizational structure for the paper. includes support that is specific and relevant and provides a clear, connected lead-in to a paper’s main idea or thesis. includes a thesis that is stated or implied. This slide is taken from the Introduction Scoring Guide. Students should have come up with these purposes during the previous discussion. Point out any purposes that are the same but worded differently. If they have missed something, that purpose should be discussed.

Introductory Hooks Draws in the reader Tone should match the essay (serious, humorous, etc.) Introduces the topic you will be talking about Possibility: Start with a quote from one of your researched sources or give a brief background overview of the topic. **DO NOT start your essay with a rhetorical question! Has there ever been a time when . . . Have you ever wondered . . . What would you do if . . .

Ineffective Introductions I hope you enjoy… Hi, my name is… You are going to learn about… This essay/letter is about… I am going to tell you about… There are three reasons… Students use the above phrases when they don’t know other strategies for writing introductions. Discuss why the above phrases are ineffective. Discuss the ineffectiveness of over-used or clichéd phrases. This list is not all-inclusive, nor a set of rules. This is a set of discussion points. This would make a good chart and can be added to as the year progresses.

Effective Introductions THE HOOK A writer may begin with an anecdote or scenario a quotation or dialogue a brief history or overview 5 W’s of situation or issue an interesting fact a description a question taking a stand or making an announcement a contrasting situation a combination from this list. Discuss each of the strategies listed. (This list can be found in the Document Folder titled Intro Strategies.) Consider focusing on 3-4 strategies at a time, depending on what your students have brainstormed. This list on this slide is not all-inclusive. Add more strategies throughout the year. Introduction Strategy Definitions: an anecdote or scenario – a short narrative or hypothetical situation illustrating the idea/argument a quotation or dialogue – the exact words of a person or character relevant to the idea/argument a brief history or overview – background information needed to understand a situation 5 W’s of situation or issue – the who, what, where, when, and why of a situation or issue an interesting fact – a piece of information that stimulates reader interest a description – specific details that help a reader create mental images a question – asking the reader a question to stimulate thinking and involve them in an idea/argument taking a stand – revealing the writer’s point of view or position a contrasting situation – presenting opposing sides or opinions of a situation a combination of the above list - Writers frequently combine strategies to increase impact.

A Road Map for Your Essay The Thesis Statement A Road Map for Your Essay Introduction ESSAY Thesis Statement Body Paragraph #1 Body Paragraph #2 Body Paragraph #3

Definition Thesis Statement A thesis statement is a complete sentence that contains one main idea. This idea controls the content of the entire essay. A thesis statement that contains subpoints also helps a reader know how the essay will be organized. Definition Thesis Statement Look at the introductory paragraph. See if you can identify the thesis statement and subpoints.

Introductions and Thesis Statements At least three mature sentences Introduces the basic idea or general concept of the essay Creates interest (the hook) Ends with a thesis statement (controlling idea of the paper) Think of your introduction as a funnel. It starts with a broad, general overview of the topic before narrowing down to your specific thesis.

Key Features Thesis Statement states the main idea of the essay in a complete sentence, not in a question. is usually at the end of an introduction. states an opinion or attitude on a topic. It doesn’t just state the topic, itself. often lists subtopics.

5 Paragraph Essay Structure Introduction Body Paragraph One Body Paragraph Two Body Paragraph Three Conclusion

T-L-Q STRATEGY TLQ is a helpful strategy for integrating quotations because: it allows writers to use the “important quotations,” the ones that they can’t say any better than the source has. it connects your interpretation, summary, analysis or definition of the material to the quotation. it’s much more interesting than using “for example,” followed by a quotation throughout your paper.

How does it work: T-Transition For example, or According to Smith L-Lead-in many children have been exposed to violent images which may increase their aggression; in fact Q-Quotation “65% of young children are now. . . .”

Writing Body Paragraphs Body paragraphs should follow this basic outline: 1.) Topic Sentence – shows the main idea of the paragraph 2.) Concrete Detail (evidence) – facts/data, quotes, examples 3.) Commentary (analysis) – your analysis, explanation, or interpretation of your CD. 4.) Concluding/Transition Sentence – wraps up the main idea of the paragraph, or leads the reader into the idea of the next paragraph Hmmm, look a little familiar to something we just discussed?

Transitions Example transitions: In summary, For example, Thus, Hence, A good paragraph will use strong transition words. These are words or phrases that help readers connect your ideas. Example transitions: In summary, For example, Thus, Hence, For instance, Because of this, Therefore, Consequently, As a result,

TS, CD, CM, CS—Now What? CHUNKING A combination of CDs and CMs is called a chunk. We will use a combination (or “ratio”) of 1:2. That is, for every 1 CD, you will have 2 CMs. This will be important in research when you are bringing in multiple pieces of evidence for one topic.

Academic Language No “You” EVER!!!!!! (Unless it’s in a quote) No first person – (“I think…” “We learn…” “The story teaches us…”) No contractions (can’t, don’t, etc), slang, casual or conversational language No rhetorical questions Here are a list of a few words/phrases that make your English teacher cringe: kinda gonna cuz wanna back in the day now a days

Referencing your Evidence: Long Works/Short Works Italics if the work is long (novels, plays, epic poems, albums, movie titles) “Quotes” if the work is short (poems, short stories, articles, song titles) “Odyssey”  Odyssey  (or Odyssey if handwritten) The Lost Boys of Sudan  “The Lost Boys of Sudan” 

For Example… A student should attempt at least one Pre-AP course in 9th grade because colleges want to see that their applicants are striving to take challenging classes. According to College Board, “studies have shown that the rigor of a student's high school curriculum is the single best predictor of success in college” (College Board). Even if a student is struggling in a Pre-AP course, it is important for teenagers to push themselves to work harder, to manage their time, and to learn how to study. These are skills that will pay off tremendously in college. Colleges are looking for students who they know will be good additions to their campus, and Pre-AP classes are just the proof these universities need to predict student success.

Definition of Terms Thesis Statement: The main idea of the whole essay Transition words: Words such as first, second, as a result, which make transitions easy in the essay. Main Ideas: Each paragraph should have a main point or idea Supporting Details: Details support the main ideas

Introductory Paragraph Body Paragraphs = Subtopics Concluding Paragraph

Purpose of Body Paragraphs: To support your topic statement using direct quotations, specific textual detail, and strong explanations. Elements of a Body Paragraph: Topic Sentence Textual Evidence Explanation of Evidence Concluding/ Transition Sentence

VOCABULARY OF BODY PARAGRAPHS TOPIC SENTENCE The first sentence in each body paragraph. It gives the reader specific information about what will be explained in the body paragraph. It is best to use words from the TOPIC STATEMENT in this sentence. TEXTUAL EVIDENCE Sentences in the body paragraph which use the AUTHOR’S EXACT WORDS to help support your topic statement. EXPLANATION OF EVIDENCE Sentences in the body paragraph which explain to the reader HOW YOUR TEXTUAL EVIDENCE SUPPORTS YOUR TOPIC STATEMENT.

What are the purposes of conclusions? Why are conclusions important? Discuss with a partner. Students should discuss the purposes and importance of conclusions. Students’ ideas should be charted and then compared to the purposes listed on the following slide that are taken from the Conclusion Scoring Guide. With some teacher guidance and prompting, the purposes from the students and those from the Scoring Guide will match (although the language may be different).

Endings / Conclusions Students need to discuss the purposes for introductions and be aware of why they are important. This slide is taken from the Conclusion Scoring Guide. Students should have come up with these purposes during the previous discussion. Discuss any purposes that they named differently than on the scoring guide. If they have missed something, that purpose should be discussed. clearly connects introduction and body of the paper with insightful comments or analysis. wraps up the writing and gives the reader something to think about.

Ineffective Conclusions I hope you enjoyed reading my… In this essay/letter you have learned… In conclusion,… As you can see/tell… I just told you about (exact thesis)… Students use the above phrases when they don’t know strategies for effective conclusions. Discuss why the above phrases are ineffective. Discuss the ineffectiveness of over-used or clichéd phrases, such as “in conclusion,…” This list is not all-inclusive, nor a set of rules. This is a set of discussion points. Add to the list throughout the year.

Jane Schaffer Writing Strategy How to Write an Effective Body Paragraph

BODY: the support paragraphs of your essay BODY: the support paragraphs of your essay. These paragraphs contain supporting examples (textual evidence) and analysis or explanation (commentary) for your topic sentences. Each paragraph in the body includes (1) a topic sentence/support thesis, (2) integrated evidence/examples, (3) commentary/explanation for evidence/examples, and (4) a concluding sentence.

How to write an Effective Body Paragraph Blue is for Topic Sentences and Concluding Sentences (TS and CS) Red is for Evidence (E) Green is for Commentary (CM) sentences.

Step 1: TOPIC SENTENCE A Topic Sentence (TS) is the top bun of a hamburger. TS = first sentence of the paragraph. It shows the main idea. It identifies one aspect of the thesis and states a primary reason why the major thesis is true.

Example Topic Sentence (TS) 1) In the fairy tale “Cinderella,” the main character feels mistreated.

Step 2: EVIDENCE Textual Evidence (E) is the meat of the hamburger. Es = quoted passages or paraphrased facts from the story Es can’t be argued with—an E is evidence that supports your point!

More on Textual Evidence . . . a specific example from the work of literature used to provide evidence for your topic sentence and support your thesis. Evidence can be a combination of paraphrased and direct quotation from the work.

Example of Paraphrased Evidence (E) 2) For example, Cinderella must do all of the cooking and cleaning for her family.

Integrating Quotes using T-L-Q TRANSITIONAL/LEAD-IN: phrase or sentence that prepares the reader for textual evidence by introducing the speaker, setting, and/or situation.

T L Q Transition: However, Lead-in: Jem naively explains to Scout that Quote: “grown folks don’t have hidin’ places” (54). Q *** QuoParPunc = Quotation Mark, Parentheses, Punctuation

Step 3: COMMENTARY Commentary Sentences (CM) are the “extras” on the hamburger—the tomato, cheese, lettuce, mayo—they make it delicious! Commentary tells the reader what the author of the text means or how the evidence proves the topic sentence and supports the thesis. CMs = your analysis, interpretation, explanation, argument, reflection, or insight into the text.

Example Commentary Sentences (2 CMs) 3) These chores keep her isolated and friendless. 4) The stepmother is thus able to give Cinderella even more work, which prevents her from going to the ball.

Tips for Writing Commentary (CM) These sentence starters put the writer into commentary-mode: This shows . . . This is because . . . This means . . . This reveals . . . This illustrates . . . This highlights the difference between . . . **Note: As you become a more sophisticated writer, you will not need these starter words.

Step 4: CONCLUDING SENTENCE A concluding sentence (CS) is the bottom bun of the hamburger. It concludes the paragraph by tying the evidence and commentary back to the topic sentence and/or thesis statement. A CS wraps up the paragraph. It rephrases the main idea.

Example Concluding Sentence (CS) Therefore, Cinderella feels abused by the very people who are supposed to love her.

TS, E, CM, CS—Now What? CHUNKS A combination of Es and CMs is called a “chunk.” In English, we will mostly use a combination (or “ratio”) of 1:2. That is, for every 1 E, you will have 2 CMs.

One Chunk: 1 E + 2 CM For example, Cinderella must do all of the cooking and cleaning for her family. These chores keep her isolated and friendless. The stepmother is thus able to give Cinderella even more work, which prevents her from going to the ball. Ratio = 1:2

Now you know how to write a one-chunk paragraph! LET’S EAT! Now you know how to write a one-chunk paragraph! Let’s read it all together:

Step 6: A Whole Paragraph In the fairy tale “Cinderella,” the main character feels mistreated. For example, Cinderella must do all of the cooking and cleaning for her family. These chores keep her isolated and friendless. The stepmother is thus able to give Cinderella even more work, which prevents her from going to the ball. Therefore, Cinderella feels abused by the very people who are supposed to love her.

major thesis without repeating words verbatim. Concluding Paragraph – reverse funnel: go from specifics to a broader, universal statement. Echo your major thesis without repeating words verbatim. Then, broaden from the thesis to answer the “so what?” question for your reader. Reflect on how your topic relates to the book as a whole, give your opinion of the novel’s significance, or connect back to your creative opening. It should relate to all people and thus, be universal.