1. PLEASE TAKE NOTES DURING THIS PRESENTATION

2. Brick by Brick II: Write Harder
The Five Paragraph Essay
A presentation by Instructor Aaron Roston
Tennessee State University

3. In the beginning…

4. The One Paragraph Essay:
Topic sentence. Subtopic sentence, specific support. Subtopic sentence, specific support. Subtopic sentence, specific support. Reworded topic sentence.

5. This lets us transition to

6. The Five Paragraph Essay!

7. Why? Because you’ve already started the process of writing one.
Don’t Panic!

8. The process of making something large from something small.
Extrapolation:
The process of making something large from something small.

9. Extrapolation: One Paragraph Essay 5 Paragraph Essay
Topic sentence. Subtopic sentence, specific support. Subtopic sentence, specific support. Subtopic sentence, specific support. Reworded topic sentence.
Introduction, with the thesis statement. What you are going to talk about. Transition to:
Topic sentence – answering a ‘W’ question. Relate to thesis statement. Then, on to How: Specific support, specific support, specific support. Transition to:
Topic sentence. Relate to thesis statement. Specific support, specific support, specific support. Transition to:
Conclusion. Reworded thesis statement. Reworded topic sentences. Why is what you wrote important to the reader? To the world?

10. Extrapolation: One Paragraph Essay 5 Paragraph Essay
Topic sentence. Subtopic sentence, specific support. Subtopic sentence, specific support. Subtopic sentence, specific support. Reworded topic sentence.
Introduction, with the thesis statement. What you are going to talk about. Transition to:
Topic sentence – answering a ‘W’ question. Relate to thesis statement. Then, on to How: Specific support, specific support, specific support. Transition to:
Topic sentence. Relate to thesis statement. Specific support, specific support, specific support. Transition to:
Conclusion. Reworded thesis statement. Reworded topic sentences. Why is what you wrote important to the reader? To the world?

11. One idea
Each paragraph in the five paragraph essay should be about this.

12. Purpose of Five Paragraph Essay: Aristotle’s Rhetorical Triangle
Rhetoric = The Art of Persuasion
Ethos = Ethics
Ancient Greek philosopher Aristotle said that the ability to persuade is based on how well the speaker appeals to his or her audience in these three different areas (which later thinkers adapted into this triangle): Ethos, Pathos, and Logos.
Logos = Logic
Pathos = Emotions

13. Ethos = Ethics
Does the writer have integrity? In other words, does he or she seem knowledgeable, reasonable, and trustworthy? Does the writer treat opponents and his or her counterarguments with fairness and respect, or does the writer take cheap shots (make “ad hominem” attacks)?
"Ethos" refers to the writer's "ethical appeal," that is, does the writer seem to have integrity? Does she seem knowledgeable, reasonable, and trustworthy? Does she treat her opponents, people who might disagree, with fairness and respect, or does she take cheap shots at them (make “ad hominem” attacks)? Why do you think essays that lack this kind of appeal are likely to be unconvincing?

14. Pathos = Emotions
Does the writer appeal to your emotions, such as feelings of sadness, pride, fear, anger, love, or injustice? Is the emotional appeal effective, or does it overwhelm or obscure the argument?
"Pathos" refers to the argument's "emotional appeal," that is, how well the writer taps into the reader's emotions   Many times, this appeal is how a writer will make an argument "matter" to readers. Advertisements do it all the time. Perhaps a writer will offer an anecdote to illustrate suffering or appeal to readers as parents concerned for their children. Does the writer appeal to your emotions—feelings of sadness, pride, fear, being young, anger, patriotism, love, justice? On the other hand, is the essay loaded with facts, figures, and nothing else? Is the emotional appeal effective or overwhelming? This should be subtle, usually: you want to tug on heartstrings, not yank.

15. Logos = Logic
Does the writer include facts and supporting details to back up his or her claims? Has the writer been careful in choosing and considering relevant evidence? Is the argument well organized and progress logically from one point to the next, or does it jump around and make unjustified or unrealistic claims?
"Logos" corresponds with the argument's "logical appeals," that is, how well the reader uses the "text" of his own argument and evidence. Effective arguments will probably include facts and other supporting details to back up the author's claims. They may contain testimony from authorities and will demonstrate the writer's carefulness in choosing and considering evidence. They are likely to be well organized, skillfully written, and well edited/proofread. Questions to consider: What is being argued here, or what is the author's thesis? What points does he offer to support this idea? Has he presented arguments that seem logical, or does he seem to be jumping to conclusions? Can you think of kinds of writing that rely exclusively on logical appeals? Do they bore you?
Preceding 4 slides:
Sigalas, Joseph. “The Rhetorical Triangle.” UGA Writing Center.

16. But what does all this have to do with you…?

17. Academic Writing The purpose of academic writing is to persuade.
Know your audience – your tone must be appropriate.
You are trying to convince your audience that what you say is possible or true and can be proven.
Part of that strategy: anticipate counterargument.
How to begin?
Because it is the basis of this: academic writing.
With regards to tone, you want it to be formal but not stiff or stilted.
Counterargument, like counterpunching, is anticipating your opponent. You need to think about what the opposing viewpoints might be. In other words, what might someone say to refute your argument? Thus, imagine all the ways you might disagree with your own argument, and try to find the holes in logic or evidence once you’ve written a draft.

18. The Motivator!

19. I. The Motivator Your essay is required to have a motivator.
a) It should be some form of personal anecdote – you are relating something personal to the thesis.
b) It comes before the thesis statement. That is, don’t lead off with your thesis.
For further discussion on this, read TPW Ch 13
To get the reader interested in what you are writing about, you need to hook the reader, or motivate them, into reading on. Personal anecdote is an introduction in which you start by relating something personal to your thesis. Or, you can pose a rhetorical question and let your thesis stand as the answer. Or, use a song lyric.

20. II. The Thesis Statement
It is the most important sentence in your essay.
a) It is your argument, whatever it is you are planning to prove or answer in five paragraphs.
b) The thesis statement is NOT a statement of fact. It takes a specific position on a topic.
IT MUST ADDRESS THE QUESTION DIRECTLY!
As far as conditionals go, this means don’t say something like: “I would” or “I might” or “I’d like to.” Say: “I will.” You might be wrong, but be wrong and strong.

21. Make It Strong And Direct: Don’t Use Conditionals (Could, Would, Might, Maybe) You Might Be Wrong, But Be Wrong And Strong!
Conditionals are a function of fear – the fear of being wrong. Don’t worry about it. You might be wrong, it happens. But be wrong and strong.

22. III. The Introductory Paragraph - Structure
Motivator
Thesis statement
Contains the 3 subtopics you are going to use (in your TPW this is referred to as the blueprint – pp. 72 and 92 – 95)
Personal anecdote is an introduction in which you start by relating something personal to your thesis. Or, you can pose a rhetorical question and let your thesis stand as the answer. Or, use a song lyric.

23. IV. Body of Supporting Evidence - Structure
a) Contains 3 paragraphs
b) Each body paragraph begins with its own topic sentence related to the thesis statement (what used to be your subtopic sentence in your one para essay) .
This body topic sentence should be supported with around 3 pieces of specific supporting evidence.

24. Breakdown of Body Paragraphs:
Body 1 – Topic Sentence - What
Specific Support - How
Specific Support – How
Transition
Body 2 – Topic Sentence - What
Body 3 – Topic Sentence - What

25. VI. Concluding Paragraph
Your conclusion contains a reworded thesis statement, and reworded body topic sentences.
The conclusion should contain the answer to the question: Why?
Why is it important that you just made your point, or proved your thesis statement? This answer is known in TPW as the clincher.
For further discussion see TPW Ch 14

26. This lets us transition to

27. Your Five Paragraph Essay!
That’s right. You will now be writing a 5 paragraph essay. You will be expanded your one paragraph goal assignment into a 5 paragraph goal essay.

28. Why. Because you already know how to write one
Why? Because you already know how to write one. You will use the process of extrapolation.
Don’t Panic!

29. ASSIGNMENT
Using either one of the 1 paragraph essays you have already written, extrapolate it into a 5 paragraph essay.
The 1 paragraph essay is NOT your introductory paragraph! It is a rough outline upon which you are to expand. Use earlier drafts if you need to find more details.

30. Essay How-To:
Expand your topic sentence into your thesis statement. Let’s make it specific. For instance, if you want to get an “A” in all your classes, let’s make it getting an “A” in ONE class in particular. Your motivator should involve some kind of personal connection.
Each method you have will now serve as the topic sentence for each body paragraph (what are you going to do?).
You will now need 3 pieces of specific support for each method (How are you going to do it?)
Your reworded thesis statement and reworded topic sentences are expanded into your conclusion.
Your final sentence or sentences will relate to the thesis statement by answering why achieving this goal is important to you. This is you clincher.

31. The Writing Process
Writing is a step-by-step process. Learn to prioritize. Your first step should be to write down the question you are answering, and then write down a rough answer to it. Then, your 3 subtopic ideas. Then, your specific support. Consult earlier drafts and revisit your initial process methods. In other words:

32. Brainstorm!
Listing:
Write down Method 1 and under it list everything you can associate with this method. Then do the same for Methods 2 and 3.
Clustering:
Use a graphic organizer to help you visualize your ideas.
Research:
You may need to go to outside sources for information you need.
Then, organize your ideas using an outline.

33. Clustering:
Method 1
Detail

34. Always Use An Outline! Introduction Motivator/Hook Thesis statement
Transition
Body 1
Topic sentence
Specific support
Body 2
Body 3
Conclusion
Reworded thesis statement
Reworded topic sentences
Clincher: Why was it important you proved your thesis statement?

35. Now you are ready to begin writing a draft!

36. Creating A Title A good title is: Specific and related to your thesis
Interesting, or even exciting
(It can also be funny or provocative)
Search for significant words, phrases, images, or ideas within the essay itself – usually found in the clincher.
“Essay” is not a title
Restating the question is not a title
You do this after you’ve written the essay, not before. The title of this presentation is an example of a good title the describes the theme. How is that true?

37. Rewriting: The Real Work of Writing
Once you have a complete first draft, read it aloud to yourself.
Ask yourself the questions posed under Ethos, Pathos, and Logos.
Revise, then proofread. Read the document slowly twice, searching for errors: spelling, fragments, comma splices, run-ons, subject-verb and pronoun agreement.
Now you are ready to turn it in.
You should do this in order.

38. WRITING REWARDS CONTEST
Any final draft getting a ‘B’ or higher will be eligible to be entered into the Pearson Writing Rewards contest.
1st prize: $750
2nd prize: $500
3Rd prize: $350
You should do this in order.

39. Deadline:
Your first draft of the entire essay is due WED/THU/FRI FOR YOUR CONFERENCE, typed in MLA format. It Should be AROUND700 words (2 full pages) and no MORE THAN 1000 WORDS. IT SHOULD HAVE AN OUTLINE STAPLED TO THE BACK. Also, for your conference your need a filled-out self evaluation sheet, located under the “0800 Handouts” taB Consult p. 301 in your NCH if you are still unsure what Mla format is supposed to look like.