1. Introduction and Conclusions Mrs. Little AP Literature and Composition

2. Introduction Writing Remember the big picture –  What is my purpose?  Who is my audience? (Not me!) Do the legwork – Research first (embed pieces in your intro) Create a solid Thesis (clear and pointed)

3. Introduction Writing Create a hook  Quote  Statistic  Anecdote  Case study/Court case Ex: “I pledge allegiance to the flag…and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.” These seemingly harmless words are spoken in school classrooms every day…

4. Introduction Writing Give background on your subject  Tell the history  Tell the controversy  Highlight both sides Ex: These seemingly harmless words are spoken in school classrooms every day. In fact, most students are taught the “Pledge of Allegiance” in Kindergarten or first grade. While this act of teaching history and heritage is no doubt essential to America’s youth, there has been controversy throughout the years over whether or not students can opt out of saluting the flag. One major cause for concern is the phrase, “under God”, which seems to create arguments on both sides about the Separation of Church and State. Some argue that forcing students to say the pledge is a violation of first amendment rights. Still others dispute that it is a part of our American history, patronage, and respect to our country. It seems ironic that the amendment, which gives one the right to exempt him or herself from the pledge is the very reason why one should salute the flag. Yet it remains to be determined as to whether we should uphold our country’s foundational values, or create some laws that require all Americans to do what some would say is their patriotic duty.

5. Introduction Writing Bring in your thesis  This is the last sentence of your introduction  It should tell: Your topic Your position 3 arguable reasons Your opposition Ex: Yet it remains to be determined as to whether we should uphold our country’s foundational values, or create some laws that require all Americans to do what some would say is their patriotic duty. Although many believe that pledging should be required in school, standing and/or reciting the “Pledge of Allegiance” should not be required as it violates the first amendment right to separation of church and state, many religions do not observe the same religious deity, and forcing those into patriotism only weakens the idea patriotism.

6. “I pledge allegiance to the flag…and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.” These seemingly harmless words are spoken in school classrooms every day. In fact, most students are taught the “Pledge of Allegiance” in Kindergarten or first grade. While, this act of teaching history and heritage is no doubt essential to America’s youth, there has been controversy throughout the years over whether or not students can opt out of saluting the flag. One major cause for concern is the phrase, “under God”, which seems to create arguments on both sides about the Separation of Church and State. Some argue that forcing students to say the pledge is a violation of First Amendment rights. Still others dispute that it is a part of our American history, patronage, and respect to our country. It seems ironic that the amendment, which gives one the right to exempt him or herself from the pledge, is the very reason why one should salute the flag. Yet it remains to be determined as to whether we should uphold our country’s foundational values, or create some laws that require all Americans to do what some would say is their patriotic duty. Although many believe that pledging should be required in school, standing and/or reciting the “Pledge of Allegiance” should not be required as it violates the First Amendment right to Separation of Church and State, many religions do not observe the same religious deity, and forcing those into patriotism only weakens the idea patriotism.

7. Anatomy of a Conclusion: Revisits major reasons proven through logic without listing Restates the thesis in a new way Leaves the reader with broader implications

8. Thesis Restatement The conclusion begins with a restatement of the thesis, not a repetition, and gradually widens toward a final broad statement of implication.

9. Revisit Reasons Borrows from the body paragraphs, without being flatly repetitive or listing points already covered.

10. Implications Moves outward with a statement that relates the thesis to a broader implication so the reader can see the analytical focus in a larger perspective or application.

11. Strategies for Composing Conclusions: Strike a note of hope or despair. Give a symbolic or powerful detail/fact. Create an analogy that relates your topic to a larger implication. Give an especially compelling example. Use a meaningful quotation. (If you used a meaningful quotation in your introduction, refer back to this quote and tie it in with your overall analysis.)

12. Recommend a course of action without being “preachy.” Echo the language and approach of the introduction. Reference and make meaning of the title of the work you are analyzing.