1. Writing for Social Studies Klein High School Klein, TX Klein High School Klein, TX

2. Writing for Social Studies  Essays in Social Studies are logical & analytical  They do not retell a story/history  Rather, Social Studies essays analyze through critical thought and evidence  They are written in active voice and third person to assist in the analysis  The past is written in past tense  All types of Social Studies essays share a core structure  The Thesis  Body/Supporting Paragraphs  Conclusion  Essays in Social Studies are logical & analytical  They do not retell a story/history  Rather, Social Studies essays analyze through critical thought and evidence  They are written in active voice and third person to assist in the analysis  The past is written in past tense  All types of Social Studies essays share a core structure  The Thesis  Body/Supporting Paragraphs  Conclusion

3. Writing for Social Studies: Core Structure  The Thesis  An introductory paragraph includes the thesis  A strong thesis is extremely important in setting the tone and level of analysis in the essay  Can be one or more sentences  Jobs of a thesis  Responds appropriately to the prompt/question  Shows analysis/critical thought  Makes an argument  Introduces the body paragraphs/talking points  The Thesis  An introductory paragraph includes the thesis  A strong thesis is extremely important in setting the tone and level of analysis in the essay  Can be one or more sentences  Jobs of a thesis  Responds appropriately to the prompt/question  Shows analysis/critical thought  Makes an argument  Introduces the body paragraphs/talking points

4. Writing for Social Studies: Core Structure  Body/Supporting Paragraphs  There should be three good talking points/concepts  Remember, quality matters & going for the shortest route to the finish line isn’t necessarily the best option  Organization of talking points/concepts  Strongest goes first to best support the thesis/argument  Talking points/paragraphs get weaker as you write  Chronology is important as well  Body/Supporting Paragraphs  There should be three good talking points/concepts  Remember, quality matters & going for the shortest route to the finish line isn’t necessarily the best option  Organization of talking points/concepts  Strongest goes first to best support the thesis/argument  Talking points/paragraphs get weaker as you write  Chronology is important as well

5. Writing for Social Studies: Core Structure  Body/Supporting Paragraphs  Jobs/components  Topic sentence  introduces the major topic/talking point of the paragraph with analysis & relating to thesis  Evidence (3 supporting facts)  Logically organized facts that support the thesis/argument of the paragraph  Being specific is a good thing… this helps you show your knowledge of the subject matter  Includes critical thought/analysis of the evidence  Clincher sentence  Closes the paragraph while linking to the thesis & transitioning to the next paragraph  Body/Supporting Paragraphs  Jobs/components  Topic sentence  introduces the major topic/talking point of the paragraph with analysis & relating to thesis  Evidence (3 supporting facts)  Logically organized facts that support the thesis/argument of the paragraph  Being specific is a good thing… this helps you show your knowledge of the subject matter  Includes critical thought/analysis of the evidence  Clincher sentence  Closes the paragraph while linking to the thesis & transitioning to the next paragraph

6. Writing for Social Studies: Core Structure  Conclusion  Is a paragraph that reinforces the significance of the evidence  Does NOT restate the thesis  Reinforces the thesis  Synthesizes the clincher sentences  Answers the “So what?” question  Stays on topic  Does NOT show PERSONAL OPINION  Conclusion  Is a paragraph that reinforces the significance of the evidence  Does NOT restate the thesis  Reinforces the thesis  Synthesizes the clincher sentences  Answers the “So what?” question  Stays on topic  Does NOT show PERSONAL OPINION

7. Writing for Social Studies: Steps in Writing  Read the prompt/question carefully  This is important… if you know what the prompt is asking you to do, you are more likely to stay on topic  Brainstorm  Write down & think through facts you’d like to include  Organize information  Put your brainstorming information into talking points/concepts  Read the prompt/question carefully  This is important… if you know what the prompt is asking you to do, you are more likely to stay on topic  Brainstorm  Write down & think through facts you’d like to include  Organize information  Put your brainstorming information into talking points/concepts

8. Writing for Social Studies: Steps in Writing  Outline the information  Make sure that your strongest argument/talking point comes first  The weakest argument/talking point goes next to the conclusion  Develop the thesis  Again, it answers the prompt, makes an argument, shows analysis, & introduces the talking points/concepts of the body paragraphs (Although (concession), answer the question, because pt. 1, 2, 3)  Write the essay  Develop the argument by analyzing specific evidence  Outline the information  Make sure that your strongest argument/talking point comes first  The weakest argument/talking point goes next to the conclusion  Develop the thesis  Again, it answers the prompt, makes an argument, shows analysis, & introduces the talking points/concepts of the body paragraphs (Although (concession), answer the question, because pt. 1, 2, 3)  Write the essay  Develop the argument by analyzing specific evidence

9. Writing for Social Studies: Essay Tasks  Explain  Make clear/tell the meaning of  Ex.) Explain the extent to which the 1950s deserves its reputation as an age of political, social, and cultural conformity.  Describe  Give an account of/tell about  This is not commonly used in Social Studies  Discuss  Consider or examine by argument or from various points of view; debate; present different sides for consideration  Ex.)Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877.  Explain  Make clear/tell the meaning of  Ex.) Explain the extent to which the 1950s deserves its reputation as an age of political, social, and cultural conformity.  Describe  Give an account of/tell about  This is not commonly used in Social Studies  Discuss  Consider or examine by argument or from various points of view; debate; present different sides for consideration  Ex.)Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877.

10. Writing for Social Studies: Essay Tasks  Compare/Contrast  Examine the similarities AND differences  Contrast: more specifically addresses differences  Ex.) Compare the expansionist foreign policies of Presidents Thomas Jefferson and James K. Polk  Analyze  Determine the nature of relationship of the component parts; explain & break down  Ex.) Analyze the reasons for the emergence of the Populist movement in the late nineteenth century.  Compare/Contrast  Examine the similarities AND differences  Contrast: more specifically addresses differences  Ex.) Compare the expansionist foreign policies of Presidents Thomas Jefferson and James K. Polk  Analyze  Determine the nature of relationship of the component parts; explain & break down  Ex.) Analyze the reasons for the emergence of the Populist movement in the late nineteenth century.

11. Writing for Social Studies: Essay Tasks  Assess  Judge the value or character of something; appraise; evaluate  Ex.) Although the 1960s are usually considered the decade of greatest achievement for black civil rights, the 1940s and 1950s were periods of equally important gains. Assess the validity of this statement.  Evaluate  Give the positive & negative points; appraise; discuss the advantages & disadvantages  Ex.) Evaluate the relative importance of domestic and foreign affairs in shaping America politics in the 1790s.  Assess  Judge the value or character of something; appraise; evaluate  Ex.) Although the 1960s are usually considered the decade of greatest achievement for black civil rights, the 1940s and 1950s were periods of equally important gains. Assess the validity of this statement.  Evaluate  Give the positive & negative points; appraise; discuss the advantages & disadvantages  Ex.) Evaluate the relative importance of domestic and foreign affairs in shaping America politics in the 1790s.

12. Writing for Social Studies: Other Important Things  Sentence Fluency  Spelling & Capitalization  Grammar  Avoid writing rhetorical questions  Write in third person  This means NO first or second person pronouns that detract from the argument  Using third person improves the ability to sound authoritative on a subject  Write in active voice  This means NO helping verbs that are in passive voice  Sentence Fluency  Spelling & Capitalization  Grammar  Avoid writing rhetorical questions  Write in third person  This means NO first or second person pronouns that detract from the argument  Using third person improves the ability to sound authoritative on a subject  Write in active voice  This means NO helping verbs that are in passive voice