Back to Basics: Reviewing paragraph and essay structure

Back to Basics:Back to Basics:Reviewing paragraph and essay structureReviewing paragraph and essay structure

Defining the ParagraphDefining the Paragraph

a group of related sentences with a single, unified idea which is adequately developed

t.s. states main idea

p/p/exps develop the MAIN IDEA with evidence to support the t.s.

closing sentence restates main idea (not a repeat)

a group of related sentences with a single, unified idea which is adequately developed

t.s. states main idea

p/p/exps develop the MAIN IDEA with evidence to support the t.s.

closing sentence restates main idea (not a repeat)

Diagram of a ParagraphDiagram of a Paragraph

Topic Sentence

Transition and pt. 1/pr. 1/explanation



Concluding sentence (rephrasing t.s.)

Topic Sentence




Concluding sentence (rephrasing t.s.)

Topic SentenceTopic Sentence

tells the reader clearly what point will be made in the paragraph

includes the title of the work being discussed

also includes the author the work (first and last name)

tells the reader clearly what point will be made in the paragraph

includes the title of the work being discussed

also includes the author the work (first and last name)

PointsPoints

small ideas that relate to main idea

only 1 pt. per sentence

ask yourself: “what am I trying to say?; “Have I made my point or did I only state a fact?”

small ideas that relate to main idea

only 1 pt. per sentence

ask yourself: “what am I trying to say?; “Have I made my point or did I only state a fact?”

Fact vs. PointFact vs. Point

• FACT: can be interpreted many different ways --> therefore, unclear

• POINT: very clear (shows your view)

• FACT: can be interpreted many different ways --> therefore, unclear

• POINT: very clear (shows your view)

FACT vs. POINTFACT vs. POINT

FACT: There are 85 parking spaces in the student parking lot.

POINT: There is not enough parking for student drivers in the student parking lot.

note: the fact could actually become your proof/support

FACT: There are 85 parking spaces in the student parking lot.

POINT: There is not enough parking for student drivers in the student parking lot.

note: the fact could actually become your proof/support

Reminders for HW Paragraph

Reminders for HW Paragraph

NO ADVICE: present an unbiased opinion in 3rd person (no “I” or “you” or “we”)

SPECIFIC PROOF: it should not repeat your point but further illustrate it

LINK IDEAS: build the argument (don’t repeat)

ORDER POINTS FOR STRENGTH: weakest first, strongest last

NO ADVICE: present an unbiased opinion in 3rd person (no “I” or “you” or “we”)

SPECIFIC PROOF: it should not repeat your point but further illustrate it

LINK IDEAS: build the argument (don’t repeat)

ORDER POINTS FOR STRENGTH: weakest first, strongest last

SELECTING QUOTESSELECTING QUOTES

use direct quotations ONLY to support or clarify argument

don’t PAD the paper with unnecessary quotations or a longer excerpt than is needed

use direct quotations ONLY to support or clarify argument

don’t PAD the paper with unnecessary quotations or a longer excerpt than is needed

EXPLANATIONSEXPLANATIONS

If needed...

always explain how QUOTE is relevant to the POINT being made

don’t summarize the quote

develop your own insights

the quote doesn’t speak for itself (show the connection)

If needed...

always explain how QUOTE is relevant to the POINT being made

don’t summarize the quote

develop your own insights

the quote doesn’t speak for itself (show the connection)

Sentence VarietySentence Variety

vary the length of your sentences

consider using different types of punctuation where appropriate (commas, colons, semi-colons)

try to find another word for your main idea rather than repeating the same word over and over...boring!

vary the length of your sentences

consider using different types of punctuation where appropriate (commas, colons, semi-colons)

try to find another word for your main idea rather than repeating the same word over and over...boring!

FORMAL PARAGRAPHFORMAL PARAGRAPH

no contractions -- don’t do it :=(

indent the paragraph

double space your work

edit: check for complete sentences, comma usage, sentence fragments, cliches

No THINGS! What is the ‘thing’ you are talking about?

no contractions -- don’t do it :=(

indent the paragraph

double space your work

edit: check for complete sentences, comma usage, sentence fragments, cliches

No THINGS! What is the ‘thing’ you are talking about?

AVOID!!!AVOID!!!

avoid using abused transition words: firstly, secondly, thirdly

avoid phrases like “In my paragraph I will talk about” or “I will prove that” or “This is about”

avoid using abused transition words: firstly, secondly, thirdly

avoid phrases like “In my paragraph I will talk about” or “I will prove that” or “This is about”

ACTIVITYACTIVITY

• In groups of 4 choose a symbol that represents a paragraph’s structure and explain how that symbol is like a paragraph

• e.g. HAMBURGER - a hamburger is like a paragraph because it has layers

• BUNS = t.s. and c.s.

• MEAT = points (important!)

• TOPPINGS = proofs/explanations

• In groups of 4 choose a symbol that represents a paragraph’s structure and explain how that symbol is like a paragraph

• e.g. HAMBURGER - a hamburger is like a paragraph because it has layers

• BUNS = t.s. and c.s.

• MEAT = points (important!)

• TOPPINGS = proofs/explanations

Diagram of an EssayDiagram of an Essay• Introduction and thesis

• Transition and Topic Sentence 1

• Points and Proofs





• Conclusion

• Introduction and thesis







• Conclusion

What is a thesis?What is a thesis?

• It is not the same as a topic

• It expresses the writer’s opinion about the topic

• However, it needs to reflect insight into the topic, not just present a simple, observable fact

• It is not the same as a topic

• It expresses the writer’s opinion about the topic

• However, it needs to reflect insight into the topic, not just present a simple, observable fact

Topic Opinion = Thesis

Topic: the use of animals in

medical research

+ opinion: it is necessary

because it helps doctors save human lives

= Thesis: It is necessary to

use animals in medical research

because it helps doctors save human lives

Importance of the Thesis

Importance of the Thesis

• An entire essay hinges on its thesis

• The thesis commits you to a purpose that all the rest of the essay must support

• It is your guide as you write

• An entire essay hinges on its thesis

• The thesis commits you to a purpose that all the rest of the essay must support

• It is your guide as you write

Characteristics of a Good Thesis

Characteristics of a Good Thesis

• A thesis should be written as a single, complete, clear sentence

• It should be able to be supported with gathered evidence

• A thesis should be written as a single, complete, clear sentence

• It should be able to be supported with gathered evidence

Thesis: LocationThesis: Location

• Generally, it is located at the end of the opening paragraph

• Remember the funnel:

• Generally, it is located at the end of the opening paragraph

• Remember the funnel:

The List Thesis:The List Thesis:

• Includes the topic of the essay, the writer’s position in relation to the topic, and the areas of development

• The enormous increase recorded in productivity growth in Japan in the past ten years is the result of innovative employee training programs, incentive programs, and reward programs.

• Includes the topic of the essay, the writer’s position in relation to the topic, and the areas of development

• The enormous increase recorded in productivity growth in Japan in the past ten years is the result of innovative employee training programs, incentive programs, and reward programs.

Ex. 2: List to GeneralEx. 2: List to General

• St. Mary Catholic Secondary is a good school because of its academic programs, athletic programs and community outreach programs

• St. Mary Catholic Secondary is a good school because of its academic programs, athletic programs and community outreach programs

The General ThesisThe General Thesis

• includes the topic of the essay, the writer’s position in relation to the topic, and synthesizes the areas of development

• St. Mary Catholic Secondary is a good school because its programs contribute to the total development of the learner.

• includes the topic of the essay, the writer’s position in relation to the topic, and synthesizes the areas of development

• St. Mary Catholic Secondary is a good school because its programs contribute to the total development of the learner.

Thesis Development:Thesis Development:TOPIC OPINION

TOPIC: Advertising + OPINION: It is dangerous

Brainstorming - reasons why it’s dangerous

Brainstorming - reasons why it’s dangerous

• It can make claims that aren’t true

• It causes people to buy what they don’t need

• It creates standards that people can’t live up to

• It deceives people with trick photography

• It can brainwash people with music and repetition

• It can make claims that aren’t true

• It causes people to buy what they don’t need

• It creates standards that people can’t live up to

• It deceives people with trick photography

• It can brainwash people with music and repetition

Develop a list thesisDevelop a list thesis

• Advertising is dangerous because it deceives, brainwashes, and places pressure on consumers.

• Advertising is dangerous because it deceives, brainwashes, and places pressure on consumers.

Develop a General Thesis

Develop a General Thesis

• General: Advertising is dangerous because of its harmful effects on consumers.

• General: Advertising is dangerous because of its harmful effects on consumers.

Thesis PracticeThesis Practice

• Brainstorm and develop both a list and a general thesis on the following topics:

• Friends

• The latest gadget (e.g. iPods, mp3 players, Blackberrys, Mac computer)

• Brainstorm and develop both a list and a general thesis on the following topics:

• Friends

• The latest gadget (e.g. iPods, mp3 players, Blackberrys, Mac computer)

How to CategorizeHow to Categorize

• many perspectives to approach an argument (angles)

• written or oral --- can look at it from different perspectives (e.g. social perspective or from a gender perspective)

• look at your topic, think about which perspectives may work best with it

• many perspectives to approach an argument (angles)

• written or oral --- can look at it from different perspectives (e.g. social perspective or from a gender perspective)

• look at your topic, think about which perspectives may work best with it

List of CategoriesList of Categories

• The list below is not INCLUSIVE - does not include all perspectives - but has a variety

• The list below is not INCLUSIVE - does not include all perspectives - but has a variety

SOCIAL HISTORICAL NORMS GENDER

INDIVIDUAL/SOCIETAL

PSYCHOLOGICAL/MENTAL

POLITICAL BIOLOGICAL

ECONOMIC MORAL ETHICAL AGE

EDUCATIONAL LITERARY ENVIRONMENTAL

SPIRITUAL

RELIGIOUS CULTURAL PHILOSOPHICAL CHRONOLOGICAL

INDUSTRIAL ARTISTIC

TransitionsTransitions

• improve coherence by using a variety of transitions in the topic sentence

• improve coherence by using a variety of transitions in the topic sentence


• 2 METHODS to indicate structural or logical relationship btw. paragraphs

1. Transitional Words or Phrases

•in addition, however, finally...

2. Paragraph Hooks: 2 types

• 2 METHODS to indicate structural or logical relationship btw. paragraphs

1. Transitional Words or Phrases

•in addition, however, finally...

2. Paragraph Hooks: 2 types

Transitions: Paragraph Hooks

Transitions: Paragraph Hooks

• Type 1: single words, phrases or synonyms carried over from the last sentence of one para. to first sentence of next

• Type 1: single words, phrases or synonyms carried over from the last sentence of one para. to first sentence of next

Last sentence of para. 1

...His pride thus leads him to reject his friends’ offers of help.

First sentence of para. 2

His pride also prevents him from helping himself.


• Type 2: Phrases, clauses, or occasionally whole sentences that briefly recall the ideas of one paragraph at the beginning of the next.

• Type 2: Phrases, clauses, or occasionally whole sentences that briefly recall the ideas of one paragraph at the beginning of the next.

Topic sentence of paragraph 1

Mackenzie King, Diefenbaker, and Pearson...

Topic sentence of paragraph 2

These three prime ministers were not the only ones to favour such a policy...

Essay OrganizationEssay Organization

• UNITY is achieved when...

• all ideas in essay are on topic of thesis

• all ideas in each paragraph are on topic of the topic sentence

• UNITY is achieved when...

• all ideas in essay are on topic of thesis

• all ideas in each paragraph are on topic of the topic sentence

Essay Organization:Essay Organization:

• COHERENCE = FLOW

• achieved when...

• ordering of ideas is logical

• paragraphs flow into one another (transitions)

• sentences flow into one another

• COHERENCE = FLOW

• achieved when...

• ordering of ideas is logical

• paragraphs flow into one another (transitions)

• sentences flow into one another

Paragraph OrganizationParagraph Organization

• all body paragraphs should be organized using a GSG pattern

• G (general) - topic sentence

• S (specific)- specific details to develop it

• G (general) - concluding sentence that is effective, not repetitive

• all body paragraphs should be organized using a GSG pattern

• G (general) - topic sentence

• S (specific)- specific details to develop it

• G (general) - concluding sentence that is effective, not repetitive

Topic SentencesTopic Sentences

• characteristics of good topic sentences:

• clearly worded

• on topic of thesis

• present a single focus for paragraph

• narrow down thesis or are more specific than it

• characteristics of good topic sentences:

• clearly worded

• on topic of thesis

• present a single focus for paragraph

• narrow down thesis or are more specific than it

Writing Narrowed T.S.Writing Narrowed T.S.

• Thesis: Using animals in research is necessary to help doctors save lives.

• TS 1: Animal research is necessary because many of our life-saving medications have been tested for safety on animals first.

• TS 2: Moreover, animal research has resulted in the development of safe surgical procedures that save human lives.

• TS 3: As a preventative measure, we need animal research to find cures for the devastating diseases that take human lives.

• Thesis: Using animals in research is necessary to help doctors save lives.

• TS 1: Animal research is necessary because many of our life-saving medications have been tested for safety on animals first.

• TS 2: Moreover, animal research has resulted in the development of safe surgical procedures that save human lives.

• TS 3: As a preventative measure, we need animal research to find cures for the devastating diseases that take human lives.

IntroductionIntroduction

• The lead arouses the reader’s interest

• avoid the two extremes of a boring lead, or a ridiculous one

• The lead arouses the reader’s interest

• avoid the two extremes of a boring lead, or a ridiculous one

to capture the reader’s attention use any of the following:

to capture the reader’s attention use any of the following:

• a striking statement

• a quotation (ensure that you explain it)

• an anecdote (i.e. a real or fictitious story, approximately 3-5 sentences)

• a statistic or fact (ensure that you reference it)

• a broad statement (ensure that you narrow it down to your thesis)

• a rhetorical question (i.e. a question with an obvious answer that speaks to your thesis)

• a brief summation of subtopics (ensure that this information is not specific)

• a striking statement

• a quotation (ensure that you explain it)

• an anecdote (i.e. a real or fictitious story, approximately 3-5 sentences)

• a statistic or fact (ensure that you reference it)

• a broad statement (ensure that you narrow it down to your thesis)

• a rhetorical question (i.e. a question with an obvious answer that speaks to your thesis)

• a brief summation of subtopics (ensure that this information is not specific)

Elements to Remember:Elements to Remember:

• funnel down to your thesis (which should be the last statement in your introductory paragraph)

• your lead and thesis should blend together

• the lead is not simply the first sentence of the introductory paragraph, it is EVERYTHING prior to the thesis

• funnel down to your thesis (which should be the last statement in your introductory paragraph)

• your lead and thesis should blend together

• the lead is not simply the first sentence of the introductory paragraph, it is EVERYTHING prior to the thesis

ConclusionConclusion

• it is the last opportunity to communicate with your reader, so you want to give him or her something to take away

• it is the last opportunity to communicate with your reader, so you want to give him or her something to take away

StructureStructure

• it is organized from specific to general - the opposite of the thesis paragraph (a pyramid)

• it has 3 distinct parts:

• echo statement of thesis

• brief summary of the main ideas in essay

• a method of creating interest

• it is organized from specific to general - the opposite of the thesis paragraph (a pyramid)

• it has 3 distinct parts:

• echo statement of thesis

• brief summary of the main ideas in essay

• a method of creating interest

Guidelines for WritingGuidelines for Writing

• conclusion should:

• develop logically from what you said in the essay; it should tie in smoothly

• remind the reader of your thesis

• be striking enough to leave a lasting impression

• be somewhat emotional in tone but not too far removed in tone or language from the rest of the essay

• conclusion should:

• develop logically from what you said in the essay; it should tie in smoothly

• remind the reader of your thesis

• be striking enough to leave a lasting impression

• be somewhat emotional in tone but not too far removed in tone or language from the rest of the essay

Methods of Creating Interest

Methods of Creating Interest

• In the conclusion, the writer should strive to provide the reader with a “zinger” or clincher

• Also leave the reader with a “so what?” statement

SO WHAT: Having studied your topic consider what will happen if nothing is done about it or what impact the topic has on the environment/society/global community or why your topic is important

• In the conclusion, the writer should strive to provide the reader with a “zinger” or clincher

• Also leave the reader with a “so what?” statement

SO WHAT: Having studied your topic consider what will happen if nothing is done about it or what impact the topic has on the environment/society/global community or why your topic is important

To leave a lasting impression, you can end with:To leave a lasting impression, you can end with:

• a reminder of the lead (coming “full circle”)

• an anecdote

• a vivid description of possible consequences

• a rhetorical question

• a quotation from an authority

• a specific proposal or suggestion

• a clincher, a clever remark that decidedly ends the essay in a bold and witty way

• a reminder of the lead (coming “full circle”)

• an anecdote

• a vivid description of possible consequences

• a rhetorical question

• a quotation from an authority

• a specific proposal or suggestion

• a clincher, a clever remark that decidedly ends the essay in a bold and witty way

NOTE:Effective conclusions DO NOT begin with “In conclusion” OR introduce new information

NOTE:Effective conclusions DO NOT begin with “In conclusion” OR introduce new information

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Back to Basics: Reviewing paragraph and essay structure