Body Paragraphs & Conclusions Guidelines & Suggestions from The OWL at Purdue http://owl.english.purdue.edu/ and Essay Writing for High School Students: A STEP-BY-STEP GUIDE A Newsweek Education Program Guide for Teens

On Paragraphs What is a paragraph? A paragraph is a collection of related sentences dealing with a single topic. The Basic Rule: Keep One Idea to One Paragraph If you begin to transition into a new idea, it belongs in a new paragraph. Elements of a Paragraph To be as effective as possible, a paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development.

On Paragraphing Unity – Coherence – Topic Sentence – Adequate Development Unity - Keep a single focus. If it begins with one focus or major point of discussion, it should not end with another or wander within different ideas. Make sure each paragraph has a purpose that can be easily recognized. Use each sentence to advance the paragraph’s main idea. Let each paragraph advance the essay’s main idea. Revisit each paragraph several times, rewriting where necessary.

On Paragraphing Unity – Coherence – Topic Sentence – Adequate Development Coherence is what makes the paragraph easily understandable to a reader. Does it make sense? Include examples, followed by discussion to show your understanding. Make immediate connections between your examples & the topic you’re supporting. Does it flow smoothly? Create coherence in your paragraphs by creating bridges: Repeat key words or ideas. Refer to things discussed in previous sentences or paragraphs. Use examples and specifics to make it concrete. Explain the implications of something you’ve speculated about. Use transition words to link ideas from different sentences. Remember that connections do not always have to be positive. Comparing and contrasting or making valid criticisms are effective ways to bridge ideas.

Some methods to make sure your paragraph is well-developed: On Paragraphing Unity – Coherence – Topic Sentence – Adequate Development A topic sentence Communicates one idea Catches the reader’s attention Identifies what the paragraph is about Supports the theme of the entire essay Helps your reader understand your paragraph if it is near the beginning of the paragraph (optional, but still a good idea). Adequate development Discuss the topic fully and adequately Beware of paragraphs that only have 2 or 3 sentences See list at right for methods to ensure adequate development Some methods to make sure your paragraph is well-developed: Use examples and illustrations Cite data Examine testimony (what others said) Use an anecdote or story Define terms in the paragraph Compare and contrast Evaluate causes and reasons Examine effects and consequences Analyze the topic Describe the topic Offer a chronology of an event

Start a new paragraph… when you begin a new idea or point. to contrast information or ideas. when your readers need a pause. when you are ending your introduction or starting your conclusion.

Transitions and Signposts Signposts are internal aids to assist readers; they usually consist of several sentences or a paragraph outlining what the article has covered and where the article will be going. Transitions are usually one or several sentences that "transition" from one idea to the next. Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.

Paragraphing (Length Consistency) Paragraphs are units of thought with one idea developed adequately. RULES TO REMEMBER: Put only one main idea per paragraph. Aim for three to five or more sentences per paragraph. Include on each page about two handwritten or three typed paragraphs. Make your paragraphs proportional to your paper: have short paragraphs for short papers and longer paragraphs for longer papers. If you have a few very short paragraphs, think about whether they are really parts of a larger paragraph—and can be combined—or whether you can add details to support each point and thus make each into a more fully developed paragraph.

Are your paragraphs balanced? Some balanced pages:

Are your paragraphs balanced? Unbalanced pages with ideas not equally developed:

Organize your paper by putting one main idea in each box. Use as many pages and boxes as needed (1500-2000 words = 6 - 8 typed pages = 18-21 paragraphs).

Writing Transitions Good transitions connect paragraphs and turn disconnected writing into a unified whole. The key to producing good transitions is highlighting connections between paragraphs. Try to continue one paragraph where another leaves off (instances where this is especially challenging may suggest that the paragraphs don't belong together at all.) Use key phrases from the previous paragraph and highlight them in the next to create an obvious progression for readers. Many times, it only takes a few words to draw these connections. Write a transition that could only connect one specific paragraph to another specific paragraph, instead of connecting to any paragraph.

Transitional Devices … … are bridges between parts of your paper. … are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. …link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. There are several types of transitional devices, and each kind leads readers to make certain connections or assumptions.

Common Transitional Devices These can be used to cue readers in a given way. To Add: and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.) To Compare: whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true To Prove: because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is To Show Exception: yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes To Show Time: immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then To Repeat: in brief, as I have said, as I have noted, as has been noted To Emphasize: definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation To Show Sequence: first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon To Give an Example: for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate To Summarize or Conclude: in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently, on the whole

Body Paragraphs: Moving from General to Specific Information

The Four Elements of a Good Paragraph (TTEB) A Transition sentence leading in from a previous paragraph to assure smooth reading. A Topic sentence that tells the reader what you will be discussing in the paragraph. Specific Evidence and analysis that supports one of your claims and that provides a deeper level of detail than your topic sentence. A Brief wrap-up sentence that tells the reader how and why this information supports the paper’s thesis. This is important because it connects your reasoning and support to your thesis.

Rebuttal Sections in Argument Papers In order to present a fair and convincing message, you may need to anticipate, research, and outline some of the common positions (arguments) that dispute your thesis. If the situation (purpose) calls for you to do this, you will present and then refute these other positions in the rebuttal section of your essay. It is important to consider other positions because in most cases, your primary audience will be fence-sitters who have not decided which side of the argument to support = TARGET AUDIENCE

Organizing your rebuttal section When you rebut or refute an opposing position, use the following three-part organization: The opponent’s argument – Usually, you should not assume that your reader has read or remembered the argument you are refuting. Thus at the beginning of your paragraph, you need to state, accurately and fairly, the main points of the argument you will refute. Your position – Next, make clear the nature of your disagreement with the argument or position you are refuting. Be specific – are you challenging written evidence, assumptions, logical reasoning, or something else? Your refutation – The specifics of your counterargument will depend upon the nature of your disagreement. If you challenge a writer’s evidence, then you must present the more recent evidence. If you challenge assumptions, then you must explain why they do not hold up. If you challenge their logic, you must point out what logical statements they are counting on and why they don’t make sense.

Argument Paper Conclusions restate your topic and why it is important, restate your thesis/claim, address opposing viewpoints and explain why readers should align with your position, call for action or overview future research possibilities. You are finished. Done. Complete. Don't try to bring in new points or end with a whiz bang(!) conclusion or try to solve world hunger in the final sentence of your conclusion. Simplicity is best for a clear, convincing message.

to discuss the inquiry process you followed to research your problem: Organizing an Exploratory Essay Be introspective; think about your thinking process! Body Paragraphs to discuss the inquiry process you followed to research your problem: Introduction of source (title, author, type of media, publisher, publication date, etc.) and why you chose to use it in your exploration Important information you found in the source regarding your problem Why the information is important and dependable in relation to the problem Some personal introspection (reflection) on how the source helped you, allowed you to think differently about the problem, or even fell short of your expectations and led you in a new direction in your research, which forms a transition into your next source. Conclusion restate the problem you explored outline some of its possible causes review the institutions and people involved highlight some possible solutions If you still have any questions about the problem (and it’s ok to have some), you will discuss them here. Talk about why you think you still have questions regarding the problem you explored, where you might look to answer these questions, and what other forms of research you would have to do

REMINDERS Next Week Before Friday – Next Week On (or before) Friday – Have your paper reviewed by a peer or parent or other adult using the review form you will receive this Friday REVISE your paper based on this review BEFORE turning it in to me Next Week On (or before) Friday – Turn in your original draft with your peer / parent / other adult review form Submit your REVISED draft to me at www.turnitin.com I will have account info for this by Monday Your Current Assignment is on the next slide! It is due tomorrow: Friday, 12/11/09

Assignment Create a Map to your paper using the box set up presented here. Organize your paper by putting one main idea in each box. Each box represents one paragraph. Use as many pages and boxes as needed (1500-2000 words = 6 - 8 typed pages = 18-21 paragraphs). This is DUE TOMORROW, FRIDAY 12/11.