1. Drafting the Body Paragraphs

2.  Introductory paragraph- The first paragraph of an essay. It starts with broad, general ideas and then works toward more specific ideas, ending with the thesis sentence.  Body paragraph - The interior paragraphs within an essay. Each of these paragraphs discusses a single main idea presented by the thesis sentence; this becomes the paragraph topic  Concluding paragraph- the final paragraph in the essay. Its job is to briefly remind reader of the key points and then end with some broad, general ideas.

3.  Use an anecdote  A statistic  A quote  Dialogue  Or even ask a question

4.  The 13-year old girl sat anxiously, ignoring the blonde-haired teacher. Mrs. Scott, the teacher, kept talking on and on while the girl kept moving restlessly awaiting recess. When the bell rang, she ran quickly toward the gym. This little girl grew up around athletics and is still involved with sports today. Tammy Barclay, the overly anxious little girl, is here today joining Kaplan University to teach physical education majors, bringing with her a supportive family, a solid education, and fifteen years of experience.

5.  1. It has a lead (anecdote)  2. Bridging sentences to smoothly transition from anecdote to thesis.  3. The thesis statement with three prongs to develop the body paragraphs.  (Notice the three body paragraphs will be about family, education, and work experience.)

6.  It starts with a topic sentence that the entire paragraph talks about.  The topic sentence directly connects to the thesis statement.  The paragraph opens with a “Transition.”  Includes specific details and examples to allow the reader to make a connection. (Show- don’t just tell)

7.  Body paragraphs—The paragraphs in between the introductory and concluding paragraphs within an essay. Each of these paragraphs discusses a single main idea (background, education, experience) presented by the thesis sentence; this becomes the paragraph topic.

8. Paragraph Topic Supporting Examples  A single main idea from the thesis that becomes the topic sentence of a body paragraph  In other words, the overall theme of the paragraph  Continues the ideas from the introduction (thesis statement)  Ideas that provide additional information about the main ideas or key points of each body paragraph  Examples of personal experiences  …and elaboration of those examples

9. In Unit 6 you will complete the rough draft of the body of your biography and submit it to your instructor for feedback. The body draft will build on the ideas you presented in your Unit 5 Introduction assignment and make use of the Unit 3 Brainstorming and Unit 4 Thesis and Outline. You will continue to take the informal information you generated and make it a more formal, finished form of writing.

10.  3 clearly separate paragraphs  In order Personal background /education/ professional experience  Each paragraph should have a transition sentence, main idea, supporting details, and a concluding sentence.  Compose in MS Word  Upload to Unit 6 Project Drop box

11.  One paragraph that gives professional details about you and your life – your age, family, hobbies, etc. (NOTE: this is a professional biography so you should limit personal details to what is appropriate).

12.  One paragraph that talks about your education. You should include high school or your GED, any previous college experience, and your Kaplan program.

13.  One paragraph that details professional experiences, honors and awards, or other related details.

14. Martha Cooper’s personal background makes her a fine addition to the staff of RHMC. A native of Virginia, Martha has been married for fifteen years to her husband, Tom. They have three children, Gwen, Tasha, and Jack. Gwen and Tasha attend Middlebrooke Elementary School while Jack is a Junior at Eastland High School. In their spare time, the Cooper family enjoys hiking and rafting. They are active in their church. Martha and Tom have also volunteered for many years with Habitat for Humanity. Once her children were in school, Martha’s interests lead her to pursue a degree in nursing.  Transition  Main idea  Supporting details  Conclusion

15. In addition to her personal background, Martha possesses a solid education that will make her an asset to RHMC. She attended Plymouth High School in Portsmouth, Virginia earned an Associate’s Degree in Health Sciences from a community college near her home. She later became a registered nurse after earning her RN credentials at the University of the South. After working for several years, she returned to school and earned her BSN at Kaplan University. While serving as an Emergency Room Nurse at RHMC, Martha again returned to school at Kaplan and earned her MSN. She continues to pursue continuing education while she fulfills her professional goals.  Transition  Main idea  Supporting details  Conclusion

16. While Martha’s personal background and education make her a wonderful addition to the RHMC family, it is her professional experience that truly sets her apart. Martha began her nursing career almost twenty years ago when she served as a CAN in Virginia. After earning her nursing degree in 1990, she joined the staff of Plymouth Medical Services as a home health care nurse. When the family relocated to Georgia twelve years ago, Martha joined RHMC in its Emergency Services Department. She has been a shift supervisor and charge nurse for over seven years and has served on a variety of department and hospital committees. All of her experience will serve her well in her new role as Director of Nursing.  Transition  Main idea  Supporting details  Conclusion

17.  While Martha’s personal background and education make her a wonderful addition to the RHMC family, it is her professional experience that truly sets her apart. Martha began her nursing career almost twenty years ago when she served as a CNA in Virginia. After earning her nursing degree in 1990, she joined the staff of Plymouth Medical Services as a home health care nurse. When the family relocated to Georgia twelve years ago, Martha joined RHMC in its Emergency Services Department. She has been a shift supervisor and charge nurse for over seven years and has served on a variety of department and hospital committees. All of her experience will serve her well in her new role as Director of Nursing.

18. 1.Show ownership Every mother’s nightmare His mother-in-law’s cookies Someone else’s high heels My heart’s desire 2.Indicate the omission of one or more letters in a word or number Class of ‘68 It’s humanly possible (apostrophe used in contraction, not possession) You never lost one sock o’ mine Wearin’ a cowboy boot Sentence examples modified from: Gordon, K. (1993). The new well tempered sentence: A punctuation handbook for the innocent, the eager, and the doomed. NY: Houghton Mifflin. Usage information from: McWhorter, K. (2010). Pathways writing scenarios: Sentences and paragraphs. NY: Pearson.

19. Reading Discussion (20) Seminar (5) MWL Exercises (10) Quiz (5) Project (50)

20. II. Body Para 1 – Personal Details For the past three decades, her life has been shaped by trapeze. - Trapeze is her love, both privately and professionally - Family and friends are trapeze artists - Home includes trapeze swings - Hobbies center around trapeze

21. For the past three decades, Carrie’s life has been shaped by trapeze. Not only does trapeze dominate her professional life, it is also prevalent in her personal life. For example, Carrie’s husband, Tom, is also a trapeze artist. Carrie, Tom, and their son, Owen travel worldwide to participate in trapeze events. Also, many of Carrie’s friends also enjoy trapeze. Therefore, Carrie and her friends throw trapeze parties regularly. Carrie’s home includes several trapeze swings, and many of her hobbies are influenced by her love of the sport.

22. III. Body Para 2 – Education She began to learn trapeze as a child, then attended the Cirque du Soleil Flying Institute before continuing on to a successful career. - Trapeze lessons as a child - Cirque du Soleil Flying Institute - Professional Career

23. Carrie began to learn trapeze as a child, then attended the Cirque du Soleil Flying Institute before continuing on to a successful career. Childhood education focused on the basics of trapeze, including swinging, flying, and jumping. However, Carrie’s skills flourished at the Cirque du Soleil Flying Institute where she learned the finer points of catching, being caught, and aerial acrobatics. All of these skills have been assets to her in her professional pursuits.

24. IV. Body Para 3 – Professional Experiences Carrie has earned various awards and performed many gravity defying aerial feats. - World Cup - Olympics - One handed super flip - Triple hurricane twist World Cup Olympics One Handed Super Flip Triple Hurricane Twist

25. Carrie’s career has been very successful. She has earned various awards and performed many gravity defying aerial feats. The biggest accomplishment in competition was her victory in the World Cup trapeze competition, where she earned a gold medal. She also earned a gold medal in the 2008 summer Olympics. These accomplishments were partially a result of her success performing the One Handed Super Flip and the Triple Hurricane Twist.

26. World Cup Olympics One Handed Super Flip Triple Hurricane Twist

27. What other questions do you have?