Body Paragraphs Writing body paragraphs is always a T.R.E.A.T. T= Transition R= Reason/point from thesis/claim E= Evidence (quote from the text) A= Answer why the reason/point and evidence is important and/or relevant and/or sufficient T= Tie back to Thesis/claim

T= Transition Start every body paragraph with a TRANSITIONAL WORD or PHRASE. You can find a list in your writing section. Pick 4. Transitions are not PROMPT specific, so you can use them no matter what. Example: First and foremost, Use higher level phrases to show higher level writing

Transitional Phrases Time / Chronology / Sequence These transitional words (like finally) have the function of limiting, restricting, and defining time. first, second First and foremost at the same time to begin with in the meantime in the first place finally after later last until since then before hence when once about next now Conclusion / Summary / Restatement These transition words and phrases conclude, summarize and/or restate ideas, or a indicate a final general statement.   in the final analysis all things considered as shown above given these points as has been noted for the most part after all in summary in conclusion in short in brief in essence to summarize altogether overall by and large to sum up on the whole in any event in either case all in all

Transitional Phrases Examples / Support / Emphasis These transitional devices (like especially) are used to introduce examples as support, to indicate importance or as an illustration so that an idea is cued to the reader. in other words to put it differently for one thing as an illustration in this case for this reason to put it another way that is to say another key point first thing to remember most compelling evidence must be remembered point often overlooked to point out on the positive / negative side with this in mind notably including Agreement / Addition / Similarity The transitional devices like also, in addition, and, likewise, add information, reinforce ideas , and express agreement with preceding material.   in the first place not only ... but also as a matter of fact in like manner in addition coupled with in the same fashion / way first, second, third in the light of not to mention to say nothing of equally important by the same token

R= Reason/point State your 1st reason/point next from your thesis/claim. This is like your topic sentence. It is a general sentence about your paragraph’s topic. This should be directly beside your transitional phrase and comma. Example: First and foremost, cell phones would be useful for education within the classroom.

E= Evidence Give a detailed example of your reason/point. This should come from your text. This should be a quote from the text. As you were reading the text you should have picked out things you thought were important. You can underline, highlight, star, whatever, but doing so while you read will help you after you start writing. You should have at least three E’s (examples) in each body paragraph.

When you are quoting or using something from the passage you can start with these: • X states that... • X claims that… • X agrees that... • X strongly argues... • X comments that... • X suggests that... • X takes the view that... • X believes that... • X comments that... • X observes that... • X concludes that... • X notes that... • According to X... • As X states... You can replace the X with “the author,” “the passage,” or “the evidence”

A= Answer Answer the first task in the prompt (thesis/claim). There is a second task on most prompts: Answer why the reason/point and evidence is important and/or relevant and/or sufficient Example prompt: Write an essay in which you delineate the opinions held about banned cell phones within the classroom. Evaluate whether the reasoning is sound and the evidence is relevant and sufficient.

Answering that second, hidden question is the KEY TO GETTING A BODY PARAGRAPH DEVELOPED! This is the statement that goes with your example. You should have three examples and three answers. These should be paired up. That means you can’t have an example without an answer.

T= Tie Back to Thesis After all of that, tie your body paragraph back to your thesis statement. This is where you all struggle. Tell me why this is important to you, why should I be reading this at all. (Other than I have to.) You could try to really WOW the reader.

First and foremost, cell phones would be useful within the classroom for educational purposes. Originally, the author suggests, “Cell phones are a distraction within the classroom.” Because students are constantly connected to one another through their cell phones, they can often get distracted by these sources of technology. This shows that the evidence is relevant and understanding of our modern world. The article asserts that because of students’ constant communication through texting, the legal use of cell phones could help students focus. This evidence is sound explaining that students are fluent in “texting,” they may find it helpful to text answers to teachers or even take notes on their smart phones. Additionally, the author also claims, “Access to the internet via smart phones would cut down on costs of textbooks.” This evidence is relevant because students could simply use their phones to look up online textbooks instead of spending large sums of money each year on new textbooks. The simple concept of allowing students to use cell phones in the classroom would benefit both schools and students; therefore, it would be a great thing to lift bans on cell phones in some school districts. The author did a good job of proving his claim that cell phones would be useful for educational purposes.