 Strong academic writing has a clear structure. Start by drafting an outline to help you stay on track. Sample Outline:  Intro Paragraph Hook Background/Context Thesis  Body Paragraph (repeat as needed) Topic Sentence Supporting Detail/Quotation Analysis/Explanation Relation to thesis  Conclusion Rephrase Main Idea Summary Significance

 Print out each set of the outline process  Break student into two groups  Have groups compete to correctly put the outline in the correct order Print out steps Laminate Magnetic strips

 The intro paragraph should give the reader a concise overview of everything that is to follow, just like a film preview does for a movie.

 Too board…it will make it harder to focus your writing, rather than give you more to work with  Too personal…it will not be academic in nature if it’s all based on personal experience or opinion  Too skimpy in evidence…you can argue whatever you want, as long as there is supporting evidence  Too factual…it’s difficult to make an argument out of something that is entirely factual

 A strong introductory paragraph set the stage for the essay by providing: A hook to lure the reader in Background to explain what the book, text, or theory will be used to further discuss the topic And a thesis to make your claim

 The hook grabs the reader’s interest by introducing a topic. Be careful not to make this statement too broad or specific. Too Broad:  Some things in life seem destined to happen, regardless of what we do to try to stop them. Too Specific:  In Romeo and Juliet, the lovers are doomed from the start, and sure enough, end up dying by the play’s end. Just Right:  Many of Shakespeare’s tragedies illustrate the concept that individual will is no match for predetermined fate.

 The background/context guides the discussion of the topic by situating the reader within a particular text, historical time, or theoretical frame. We move from a broader topic to a specific context. Example:  In Romeo and Juliet, the young lovers struggle to overcome many barriers in order to be together. However, the rivalry between the Capulet and Montague families predetermined the fate of Romeo and Juliet long before they met at the masquerade.

Introductory Paragraph:  Many of Shakespeare’s tragedies illustrate the concept that individual will is no match for predetermined fate. In Romeo and Juliet, the young lovers struggle to overcome many barriers in order to be together. However, the rivalry between the Capulet and Montague families predetermined the fate of Romeo and Juliet long before they met at the masquerade.

 The thesis makes an overall claim about your topic and lays out key evidence to support that claim.  Thesis Elements: Claim: WHAT are you saying about the book/text/theory? Evidence: HOW can you support your claim?

 Claim: The play reinforces the idea that individuals are powerless to change their fates  Evidence: The foreshadowing element of the chorus The characterization of Romeo and Juliet as young and naïve The situational irony of the final scene  Thesis: The play reinforces the idea that individuals are powerless to change their fates through the foreshadowing element of the chorus, the characterization of Romeo and Juliet as young and naïve, and the situational irony of the final scene.

 Many of Shakespeare’s tragedies illustrate the concept that individual will is no match for predetermined fate. In Romeo and Juliet, the young lovers struggle to overcome many barriers in order to be together. However, the rivalry between the Capulet and Montague families predetermined the fate of Romeo and Juliet long before they met at the masquerade. The play reinforces the idea that individuals are powerless to change their fates through the foreshadowing element of the chorus, the characterization of Romeo and Juliet as young and naïve, and the situational irony of the final scene.

 Thesis Statements Thesis Statements  Writing Effective Thesis Statements Writing Effective Thesis Statements

 The first sentence in a paragraph  Identifies the main idea of the paragraph  Should be general enough to show the paragraph’s main idea, not just one of the details Thesis Statements vs. Topic Sentences

 1. My hometown is famous because it is located by the Delaware River, which is very wide, and because it is built near an unusually steep hill called Delaware Hill.  2. There are two reasons why some people like to buy cars with automatic transmissions and two reasons why others like cars with manual transmissions.  3. Clouds are white.

 My hometown is famous because it is located by the Delaware River, which is very wide, and because it is built near an unusually steep hill called Delaware Hill.  Contains too many details  Topic sentences are general and details should appear later in the paragraph  Corrected: My hometown is famous for several amazing geographical features.

 There are two reasons why some people like to buy cars with automatic transmissions and two reasons why others like cars with manual transmissions.  Mentions two ideas  Paragraphs are usually about one main idea and so their topic sentences should also be about only one main idea.  Corrected (Paragraph 1): There are two reasons why some people like to buy cars with automatic transmissions.  Corrected (Paragraph 2): On the other hand, there are two reasons why some people like to buy cars with manual transmissions.

 Clouds are white.  Corrected: The color of clouds are determined by various factors.  Too general  (Also very boring)

 My first day of college was a disaster. First, I went to the wrong classroom for math. I was sitting in the class, surrounded by people taking notes and paying attention to how to do equations, which would have been okay if I was supposed to be in an algebra class. In reality, I was supposed to be in geometry, and when I discovered my error, I had already missed the first twenty minutes of a one-hour class. When I got to the correct class, all twenty- five students turned and looked at me as the teacher said, “You’re late.” That would have been bad enough, but in my next class my history teacher spoke so fast I could not follow most of what he said. The only thing I did hear was that we were having a quiz tomorrow over today’s lecture. My day seemed to be going better during botany class, that is, until we visited the lab. I had a sneezing fit because of one of the plants in the lab and had to leave the room. When I finally finished my classes for the day, I discovered I had locked my keys in the car and had to wait for my brother to bring another set. My first day of school was so bad that I know the rest will have to be better.  Topic Sentence Check List:  Is it the first sentence of the paragraph?  Does it identify the main idea?  Does it generally identify the main idea without giving specific details?

 Break into groups  Work on Creating a Topic Sentence worksheet together  After 5-10 minutes, each group will write their topic sentence for each number on the board  As a class, we will go over each topic sentence to discuss if it is appropriate

 MLA Style Citing MLA Style Citing