Now you have a body paragraph. Repeat for points two and three. The best part about introducing your main points in the first paragraph is that it provides an outline for your body paragraphs and eliminates the need to write in transitions between paragraphs. Online instruction like the Time4Writing essay writing courses for elementary, middle and high school students can help children prepare for state and college-entrance standardized writing tests. These interactive writing classes build basic writing skills, explain essay types and structure, and teach students how to organize their ideas. These three paragraphs form the body of the essay. They provide details, such as facts, quotes, examples and concrete statistics, for the three points in your introductory paragraph that support your thesis. Take the points you listed in your introduction and discuss each in one body paragraph. Here’s how: Voila! You’ve just written your introductory paragraph. In the college essay, you need to contextualize your examples for the reader. If you are writing a good complex essay, even your topic sentence will require more explanation than just one sentence. 3. Examples. Usually students do okay on this. This is something you are familiar with from high school writing. To give you an idea of what a college paragraph looks like, below see both a more high school-ish and a college level paragraph that use the same examples and the same topic: In the five paragraph essay, each paragraph had a topic sentence and then a bunch of support—support which often consisted of a hodgepodge of examples sort of thrown at the reader in a kind of barrage. However, students are more concerned when they can’t get their paragraphs to be even a third of a page long. They usually think this is because they simply have nothing more to say, which in argumentative writing is not usually the case. Usually the inability to get paragraphs to be long enough is the result of writing paragraphs that are missing key components. Hospitals divide the labor of caring for sick people among the professions, but because the professions are still dominated by certain genders, the division ends up being one of gender more than job title. Although we like to think of the medical profession as increasingly egalitarian, gender divides still run through it. The majority of nurses are still women. And while women have made great advances in gender equity in medical school attendance review journal article, that professional training that women fought so hard for access to may not allow for gender differences in treatment to trickle down into care in the hospital. The process by which doctors are socialized into how to be a doctor comes largely through the mentoring process of medical school. Vocational training within the applied sciences tends to be much more about apprenticeship than about theoretical knowledge. When Carol Hathaway, a long time ER nurse, decides to go back to med school and become a doctor, the MDs in the ER treat her very differently. Dr. Kerry Weaver asks her to perform procedures as if she were already a med student. While Carol is uncomfortable with this, she does perform well. Her skill at those procedures seems to make the point that nurses who excel at their profession are as skilled as doctors in some ways. However, later in the episode, when a mother’s young child dies, Carol insists on giving the parent time with the child to grieve, rather than moving her out of the room to make way for incoming patients. Dr. Weaver snaps at Carol, telling her that if she is going to go to medical school, she has to stop thinking like a nurse. The implication in Dr. Weaver’s criticism is clear. Nurses worry about the feelings of people, while doctors worry about seeing the next patient or about developing enough distance emotionally so that they can move quickly from one medical crisis to another. Nurses, a profession dominated by women list of good persuasive essay topics, are the ones who are supposed to soothe over any hurts caused by a too abrupt or too uncaring doctor. This seems to be a profession-wide phenomenon. My own experiences with hospitals as well as the experiences of friends of mine seem unanimous on this. Everyone told me the same thing when I asked. Nurses were great, and if you were lucky you got a doctor with a decent bedside manner. But for the most part, the professionals who really looked after loved ones were nurses. Part of this is likely the result of the different roles nurses and doctors play within the hierarchy of the hospital. In law school, I learned the infamous IRAC format (issue, rule, application of the rule, and conclusion). I personally prefer the variation of IRAC known as CREAC (conclusion, rule, explanation of the rule application of the rule, and conclusion again). Any format can create uninteresting and ineffective essays. At each step of the writing process we have to ask our students if we're involving the reader in some way. Why begin an expository essay with a boring "My parents brought me to this country when I was five years old" when one could engage the reader's interest with a tantalizing "I was too young to understand what was hapenning, but my grandmother's tears told me that my life was about to change forever." From my perspective, a student can start from any format with which he feels comfortable. My rules global statement thesis warming, in additional to this basic format, are simple - that one should: create a "hook" with the first or second sentence that reels the reader into the essay; defend or give personal explanations of every statement made; and end the essay with a short, *memorable* sentence that more or less sums up the main idea of the essay. Also, when appropriate, one should give opposing viewpoints and explain why they are incorrect. This form should also not be the form for a narrative essay. For that, we should follow the example of NPR This I Believe essays. While personal essays do carry a subtextual argument, they are not intended to persuade. They are written so we can experience what we have not or find solidarity through what we have. Part 2: Background--What preceded my argument and / or what needs to be clarified? A summary of all three reasons I've used stems with even my AP students when we take on a new type of writing. The vision is to then take away the stems. Most of the time we can. Thanks to Response to Intervention essay on farting, though, we don't have to for the really struggling students. Here's an example I suggested for a friend who teaches 4th grade: Ray Salazar said May 15, 2012 at 12:00 am Feel free to reach out if you're interested in learning more. I have no problem with the five-paragraph essay, as long as students are exposed to the idea that this format is only the beginning of good writing; it is functional but mediocre. If one wants to improve his writing he must add/subtract whatever is necessary to accomplish the writer's goal (persuade, expound, etc.). Liberace was once asked how he had become such an outstanding pianist. His reply was that he learned to play "by the rules" and once he had mastered the basics, added embellishments that represented him and his personality. Therefore essays on career goals, I have a perspective that, like the white rhino, must fight to exist. The writing here includes my responses, reflections, reactions to Latino- and education-related issues. jparkermastin said May 14, 2012 at 12:00 am According to the Common Core Web site, the "standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers." Another damaging aspect of using five paragraphs is that students find it almost impossible to do anything but write in expository paragraphs. If we use Aristotle's original form instead, students are able to incorporate compare/contrast, cause/effect, definition, or analysis paragraphs as appropriate. We'll have more modes to teach; students will have more options. If there is a prompt, I have the student break the prompt into its various parts and put each part at the top of a separate page. After dealing with each part of the prompt, they can join the various sections. This way they are assured they addressed the entire prompt. Ray Salazar said May 14, 2012 at 12:00 am Teachers know that, in the 90s, state standards were developed to guide instruction. Some teachers liked them; some hated them. Each state, though, had its own. A few years ago, the National Governors Association Center for Best Practices and the Council of Chief State School Officers began work on national standards to increase consistency. These new national standards are challenging--and necessary. Only 5 northern white rhinos exist today. Besides allowing for instructional consistency among states, the states help align instruction vertically so one grade's instruction leads to the next. What strategies do I use? They vary according to the type of essay, etc. Here are a few. And I need to stress this point: these are strategies that work for me - others' mileage may vary. ) The image above is the handout I use with students thanks to the conversations with my mentor Robin Bennett, a fondly remembered theater and history teacher. Becoming a Core Ninja is AWESOME! I am former classroom teacher and now a curriculum developer for a large education company and I want to thank you for sharing this great resource! For decades, too many high-school teachers have been instilling persuasive writing skills by teaching students the five-paragraph essay. You know it: In 2003, Ray earned an M.A. in Writing essay student life in school, with distinction, from DePaul University. In 2009, he received National Board Certification. I teach them to overwrite, expecially in the beginning. They ask me how much more. My response is always the same: "Until my eyes bleed and I beg God to make you stop." Ray Salazar said May 14, 2012 at 12:00 am It's bad writing. It's always been bad writing. With the Common Core Standards designed to shift the way we teach students to think, read, and write, this outdated writing tradition must end. If you're teaching it--stop it. If your son, daughter good thesis statements examples for essays, niece, or nephew (or a young person you care about) is learning it--prepare to engage with the teacher to end it. Aristotle became one of the godfathers of rhetoric by creating structures for persuasive writing and speaking that--if taught to young people today--would transform writing instruction and facilitate the implementation of the Common Core, proving that students--when guided appropriately--can succeed with critical thinking in the 21st century. If high-school students and teachers are to succeed with Common Core Standards essay on chinese culture, the five-paragraph essay cannot be part of instruction. Too many times, this ordinary format is the default mode for expressing thinking in English, in history, in science, in P.E. and even in math. The problem is this format doesn't encourage thoughtful persuasion. It promotes low-level summary that nobody really cares about. I couldn't agree more—we need to actively teach students out of using the five-paragraph essay, which is little more than an organizational framework. To that end, I have created a framework that encourages original thinking, close reading, and connecting core texts to the contemporary world. st - a clarification of a badly worded statement in my last post. I meant to say that we should worry less about the type of format used and more on the end product achieving its goal. This comes from a conversation with another Latino English teacher. When we met at an English teachers' meeting a few years ago writing sites for students, he said I was the only other Latino English teacher he knew: "We're white rhinos." I hope you don't join the chorus because it's convenient; instead, I hope you speak out in the best interests of students. Things are going to change. The medical profession advances; lawyers enact new policies; my tax guy adapts to new rules each year. I wouldn't fill out my taxes with someone who kept complaining about how much things change. It's his job to keep up with new tax laws. It's our job to keep up with new instructional strategies and to push for those that are best for students. Like the animal, Latino English teachers exist in low numbers. And we know the low number of Latinos with college degrees in our city. Students need to write for a specific rhetorical context. The College Board promotes the SOAP format to help students understand guidelines and expectations: As I said, my SSS 1 & 2 classes are in the process of applying for jobs at one of my ficitious enterprises or applying for a spot at my very selective university. I am hiring accepting only five people from each level and those people with earn an automatic bonus: a 100% on their final exam. Believe me, they're writing with a purpose! ;) Thanks for posting. The advantage that we now have as experienced, tenured teachers is that we can and should speak up when our school leaders make unwise decisions. We can do this without ruining our relationship with our bosses as long as we ground our feedback and resistance in professional judgement that benefits students, not in petty temper tantrums or personal attacks. As experienced, tenured educators we must fulfull our responsibility to our students and our profession. That's why tenure was established--to allow teachers to speak as professionals, not to sit back and wait for things to come and go. Thanks for posting. I started in '95 and I remember sitting watching a long-time veteran casually walking me through some binder (he was a leader behind the 5-paragraph movement) and I thought, "Who the hell writes likes this?!" Due to the popularity of this post since May, in October I wrote about strategies for effective narrative writing --especially for personal statements--that avoid the traditional five-paragraph form. In the first sentence of the second paragraph (first paragraph of the body) the words "sense" and "manipulation" are used to hook into the end of the introductory paragraph. The first part of the second sentence provides the topic for this paragraph--imagery in a static scene. Then a quotation from "The Tell-Tale Heart" is presented and briefly discussed. The last sentence of this paragraph uses the expressions "sense of feeling" and "sense of sight" as hooks for leading into the third paragraph. The third paragraph of the body should contain the weakest argument buying a dissertation good, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this paper. This hook also leads into the last, or concluding, paragraph. The first sentence of the third paragraph (second paragraph of the body) uses the words "sense of sight" and "sense of feeling" to hook back into the previous paragraph. Note that in the second paragraph "feeling" came first, and in this paragraph "sight" comes first. The first sentence also includes the topic for this paragraph--imagery in a dynamic scene. Again, a quotation is taken from the story, and it is briefly discussed. The last sentence uses the words "one blind eye" which was in the quotation. This expression provides the transitional hook for the last paragraph in the body of the paper. 1 Further on in the story, Poe uses a couple of words that cross not only the sense of sight but also the sense of feeling to describe a dynamic scene. 2 The youth in the story has been standing in the open doorway of the old man's room for a long time, waiting for just the right moment to reveal himself to the old man in order to frighten him. 3 Poe writes: "So I opened it [the lantern opening]--you cannot imagine how stealthily, stealthily--until, at length, a single dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye." 4 By using the metaphor of the thread of the spider (which we all know is a creepy creature) and the word "shot," Poe almost makes the reader gasp, as surely did the old man whose one blind eye the young man describes as "the vulture eye." 1 The reader does not know much about what the old man in this story looks like except that he has one blind eye. 2 In the second paragraph of "The Tell-Tale Heart," Poe establishes the young man's obsession with that blind eye when he writes: "He had the eye of the vulture--a pale blue eye, with a film over it." 3 This "vulture eye" is evoked over and over again in the story until the reader becomes as obsessed with it as does the young man. 4 His use of the vivid, concrete word "vulture" establishes a specific image in the mind of the reader that is inescapable. Another problem likely to be faced during a camping trip is run-ins with wildlife, which can range from mildly annoying to dangerous. Minor inconveniences include mosquitoes and ants. The swarming of mosquitoes can literally drive annoyed campers indoors. If an effective repellant is not used, the camper can spend an interminable night scratching, which will only worsen the itch. Ants do not usually attack campers, but keeping them out of the food can be quite an inconvenience. Extreme care must be taken not to leave food out before or after meals. If food is stored inside the tent, the tent must never be left open. In addition to swarming the food, ants inside a tent can crawl into sleeping bags and clothing. Although these insects cause minor discomfort i need help writing a thesis paper, some wildlife encounters are potentially dangerous. There are many poisonous snakes in the United States, such as the water moccasin and the diamond-back rattlesnake. When hiking in the woods, the camper must be careful where he steps. Also, the tent must never be left open. Snakes, searching for either shade from the sun or shelter from the rain, can enter a tent. An encounter between an unwary camper and a surprised snake can prove to be fatal. Run-ins can range from unpleasant to dangerous, but the camper must realize that they are sometimes inevitable. The conclusion is the last paragraph of the essay. This paragraph brings the essay to a close, reminds the reader of the basic ideas from the essay, and restates the thesis statement. The conclusion should not contain new ideas, as it is the summation of the content of the essay. The restatement of the thesis is a simpler form that the one originally presented in the introduction. Below is an example of a 5-paragraph essay. Notice how the essay follows the outline. Be sure that each sentence in the paragraph directly addresses both your topic sentence and your thesis statement. If you have a point to make that is not directly connected to the topic sentence, it does not belong in the paragraph. You might write a different paragraph on that other point, but you may not stick it into any old paragraph just because you thought of it at that point. (You can't stick a red towel into a load of white laundry without causing damage to the rest of the clothes, and you can't stick a point that' off-topic into a paragraph without doing damage to the rest of the essay. Keep your laundry and your paragraph points separate!) Each body paragraph should start with a transition — either a word or phrase, like First. or Another important point is. Then, the first sentence should continue with your topic sentence. The topic sentence tells your reader what the paragraph is about, like a smaller-level thesis statement. The rest of the paragraph will be made of supporting sentences. These sentences, at least four of them, will explain your topic sentence to your reader.
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