1. Unit 6, Day 11
I can construct well developed paragraphs and organize ideas effectively.

2. Agenda Vocab Bell Ringer Rhetorical Mode of the Day:
Writing Reminders – Paragraph Levelling and Structures
Organizational Patterns for Argument Writing

3. Bell Ringer
Vocab Word
No Style Bell Ringer today!

4. Rhetorical Mode of the Day: Cause and Effect
Cause and Effect establishes a relationship: B is the result of A.
An essay structured using the mode of cause/effect can emphasize the cause or the effect or can treat both equally.
Single cause with multiple effects or several causes with a single effect or any combination.
Depending on the intent of the writer, either the cause or the effect can be introduced first.
Supporting strategies:
Facts
Statistics
Authorities
Anecdotes
Cases
Real or Imagined Scenarios
This mode should also anticipate and address the reader’s objections or questions.

5. From this equality of abilities arises equality of hope in the attaining of our ends. And therefore it any two men desire the same thing, which nevertheless they cannot both enjoy, they become enemies; and in the way to their end (which is principally their own conservation, and sometimes their delectation only), endeavor to destroy or subdue one another. And from hence it comes to pass that where an invaded has no more fear than another man’s single power, if one plant, sow, build, or posses a convenient seat, others may probably be expected to come prepared with forces united to dispossess and deprive him, not only of the fruit of his labor, but also of his life, or liberty. And the invader again is in like danger of another.
The entire focus of this paragraph is on the singular result of one person’s envy for the possessions of another. If both cannot possess it, envy ensues, which leads to dispossession and/or violence.
List the cause(s).
List the effect(s).
What is the emphasis on? Cause(s) or effect(s)?
What strategies does the passage utilize?

6. Writing Reminders…
Just a few things we forget about when we are stressed out and it’s the end of the year!

7. Remember Sentence levelling?
Level 1/Controlling Sentence:
This is your least specific sentence—it gives an overview of the general topic. AKA—topic sentence
Level 2/Clarifying Sentence:
Gives a more specific example or specific reason to make the general topic clearer to the reader.
Level 3 and beyond/Completing Sentence:
Adds details that are even more specific than level 2.

8. Paragraph Structures: tying it all back to your thesis
When structuring your body paragraphs you need to address multiple layers to the fully answer the prompt.
Topic Sentence w/ Embedded Transition from previous paragraph (Restate your reasoning from your thesis)
Example #1
Introduce/Give Context and Provide Specific Evidence
Explain how this evidence supports your reasoning
Example #2
Connect it all back to your thesis/argument

9. Organizational Patterns for Argument

10. How do I know when to start a new paragraph?
When you begin a new idea or point.
New ideas should always start in new paragraphs.
If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
To contrast information or ideas.
Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
When your readers need a pause.
Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
When you are ending the introduction or starting the conclusion.
Your introductory and concluding material should always be in a new paragraph.

11. The Argument: Suggested Organizational Patter #1
Paragraph 1: Introduction with Thesis (Position + Reasoning)
Paragraph 2: Reason #1 from thesis
Provide multiple examples from various categories for support
Paragraph 3: Reason #2 from thesis
Paragraph 4: Reason #3 from thesis
Paragraph 5: Address Counterclaims
Paragraph 6: Refute Counterclaims with Reason #4 and evidence to support your position
Paragraph 7: Conclusion
If you only have 3 reasons, eliminate par. 4 in this model

12. The Argument: Suggested Organizational Patter #2
Paragraph 1: Introduction with Thesis (Qualifier + Overall Position + Reasoning)
Paragraph 2: Address Counterclaim/Provide a Concession (based on your qualifier)
Explain why people think this or why it is true.
Paragraph 3: Reason #1 from thesis
Provide multiple examples from various categories for support
Paragraph 4: Reason #2 from thesis
Paragraph 5: Reason #3 from thesis
Paragraph 6: Conclusion
In this model, your reasoning and evidence can work as a refutation as long as you are sure to directly respond to the opposing argument.

13. The Argument: Suggested Organizational Patter #3
Paragraph 1: Introduction with Thesis (Position + Reasoning)
Paragraph 2: Address Counterclaim; Refute with evidence from Reason #1
Provide multiple examples from various categories for support
Paragraph 3: Address Counterclaim; Refute with evidence from Reason #2
Paragraph 4: Address Counterclaim; Refute with evidence from Reason #3
Paragraph 5: Address Counterclaim; Refute with evidence from Reason #4 (if applicable)
Paragraph 6: Conclusion

14. Analyze Student Samples
Read the prompt.
Then, analyze the student samples for organization and paragraph structure.

15. Practice Multiple Choice
You have 10 minutes.

16. Group Work Time Remember upcoming deadlines.
Everyone in your group should be contributing.