1. Body Paragraphs & Conclusions
Guidelines & Suggestions from
The OWL at Purdue
and
Essay Writing for High School Students:
A STEP-BY-STEP GUIDE
A Newsweek Education Program Guide for Teens

2. On Paragraphs What is a paragraph?
A paragraph is a collection of related sentences dealing with a single topic.
The Basic Rule: Keep One Idea to One Paragraph
If you begin to transition into a new idea, it belongs in a new paragraph.
Elements of a Paragraph
To be as effective as possible, a paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development.

3. On Paragraphing Unity – Coherence – Topic Sentence – Adequate Development
Unity - Keep a single focus. If it begins with one focus or major point of discussion, it should not end with another or wander within different ideas.
Make sure each paragraph has a purpose
that can be easily recognized.
Use each sentence to advance the
paragraph’s main idea.
Let each paragraph advance the essay’s
main idea.
Revisit each paragraph several times,
rewriting where necessary.

4. On Paragraphing Unity – Coherence – Topic Sentence – Adequate Development
Coherence is what makes the paragraph easily understandable to a reader.
Does it make sense?
Include examples, followed by discussion to show your understanding.
Make immediate connections between your examples & the topic you’re supporting.
Does it flow smoothly?
Create coherence in your paragraphs by creating bridges:
Repeat key words or ideas.
Refer to things discussed in previous sentences or paragraphs.
Use examples and specifics to make it concrete.
Explain the implications of something you’ve speculated about.
Use transition words to link ideas from different sentences.
Remember that connections do not always have to be positive. Comparing and
contrasting or making valid criticisms are effective ways to bridge ideas.

5. Some methods to make sure your paragraph is well-developed:
On Paragraphing Unity – Coherence – Topic Sentence – Adequate Development
A topic sentence
Communicates one idea
Catches the reader’s attention
Identifies what the paragraph is about
Supports the theme of the entire essay
Helps your reader understand your paragraph if it is near the beginning of the paragraph (optional, but still a good idea).
Adequate development
Discuss the topic fully and adequately
Beware of paragraphs that only have 2 or 3 sentences
See list at right for methods to ensure adequate development
Some methods to make sure your paragraph is well-developed:
Use examples and illustrations
Cite data
Examine testimony (what others said)
Use an anecdote or story
Define terms in the paragraph
Compare and contrast
Evaluate causes and reasons
Examine effects and consequences
Analyze the topic
Describe the topic
Offer a chronology of an event

6. Start a new paragraph… when you begin a new idea or point.
to contrast information or ideas.
when your readers need a pause.
when you are ending your introduction or starting your conclusion.

7. Transitions and Signposts
Signposts are internal aids to assist readers; they usually consist of several sentences or a paragraph outlining what the article has covered and where the article will be going.
Transitions are usually one or several sentences that "transition" from one idea to the next. Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.

8. Paragraphing (Length Consistency)
Paragraphs are units of thought with one idea developed adequately.
RULES TO REMEMBER:
Put only one main idea per paragraph.
Aim for three to five or more sentences per paragraph.
Include on each page about two handwritten or three typed paragraphs.
Make your paragraphs proportional to your paper: have short paragraphs for short papers and longer paragraphs for longer papers.
If you have a few very short paragraphs, think about whether they are really parts of a larger paragraph—and can be combined—or whether you can add details to support each point and thus make each into a more fully developed paragraph.

9. Are your paragraphs balanced?
Some balanced pages:

10. Are your paragraphs balanced?
Unbalanced pages with ideas not equally developed:

11. Organize your paper by putting one main idea in each box.
Use as many
pages and boxes
as needed
( words =
6 - 8 typed pages =
18-21 paragraphs).

12. Writing Transitions
Good transitions connect paragraphs and turn disconnected writing into a unified whole.
The key to producing good transitions is highlighting connections between paragraphs.
Try to continue one paragraph where another leaves off (instances where this is especially challenging may suggest that the paragraphs don't belong together at all.)
Use key phrases from the previous paragraph and highlight them in the next to create an obvious progression for readers. Many times, it only takes a few words to draw these connections.
Write a transition that could only connect one specific paragraph to another specific paragraph, instead of connecting to any paragraph.

13. Transitional Devices …
… are bridges between parts of your paper.
… are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another.
…link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
There are several types of transitional
devices, and each kind leads readers to make
certain connections or assumptions.

14. Common Transitional Devices These can be used to cue readers in a given way.
To Add:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)
To Compare:
whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true
To Prove:
because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is
To Show Exception:
yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes
To Show Time:
immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then
To Repeat:
in brief, as I have said, as I have noted, as has been noted
To Emphasize:
definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation
To Show Sequence:
first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon
To Give an Example:
for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate
To Summarize or Conclude:
in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently, on the whole

15. Body Paragraphs: Moving from General to Specific Information

16. The Four Elements of a Good Paragraph (TTEB)
A Transition sentence leading in from a previous paragraph to assure smooth reading.
A Topic sentence that tells the reader what you will be discussing in the paragraph.
Specific Evidence and analysis that supports one of your claims and that provides a deeper level of detail than your topic sentence.
A Brief wrap-up sentence that tells the reader how and why this information supports the paper’s thesis. This is important because it connects your reasoning and support to your thesis.

17. Rebuttal Sections in Argument Papers
In order to present a fair and convincing message, you may need to anticipate, research, and outline some of the common positions (arguments) that dispute your thesis. If the situation (purpose) calls for you to do this, you will present and then refute these other positions in the rebuttal section of your essay.
It is important to consider other positions because in most cases, your primary audience will be fence-sitters who have not decided which side of the argument to support = TARGET AUDIENCE

18. Organizing your rebuttal section
When you rebut or refute an opposing position, use the following three-part organization:
The opponent’s argument – Usually, you should not assume that your reader has read or remembered the argument you are refuting. Thus at the beginning of your paragraph, you need to state, accurately and fairly, the main points of the argument you will refute.
Your position – Next, make clear the nature of your disagreement with the argument or position you are refuting. Be specific – are you challenging written evidence, assumptions, logical reasoning, or something else?
Your refutation – The specifics of your counterargument will depend upon the nature of your disagreement. If you challenge a writer’s evidence, then you must present the more recent evidence. If you challenge assumptions, then you must explain why they do not hold up. If you challenge their logic, you must point out what logical statements they are counting on and why they don’t make sense.

19. Argument Paper Conclusions
restate your topic and why it is important,
restate your thesis/claim,
address opposing viewpoints and explain why readers should align with your position,
call for action or overview future research possibilities.
You are finished. Done. Complete. Don't try to bring in new points or end with a whiz bang(!) conclusion or try to solve world hunger in the final sentence of your conclusion. Simplicity is best for a clear, convincing message.

20. to discuss the inquiry process you followed to research your problem:
Organizing an Exploratory Essay Be introspective; think about your thinking process!
Body Paragraphs
to discuss the inquiry process you followed to research your problem:
Introduction of source (title, author, type of media, publisher, publication date, etc.) and why you chose to use it in your exploration
Important information you found in the source regarding your problem
Why the information is important and dependable in relation to the problem
Some personal introspection (reflection) on how the source helped you, allowed you to think differently about the problem, or even fell short of your expectations and led you in a new direction in your research, which forms a transition into your next source.
Conclusion
restate the problem you explored
outline some of its possible causes
review the institutions and people involved
highlight some possible solutions
If you still have any questions about the problem (and it’s ok to have some), you will discuss them here. Talk about why you think you still have questions regarding the problem you explored, where you might look to answer these questions, and what other forms of research you would have to do

21. REMINDERS Next Week Before Friday – Next Week On (or before) Friday –
Have your paper reviewed by a peer or parent or other adult using the review form you will receive this Friday
REVISE your paper based on this review BEFORE turning it in to me
Next Week On (or before) Friday –
Turn in your original draft with your peer / parent / other adult review form
Submit your REVISED draft to me at
I will have account info for this by Monday
Your Current Assignment is on the next slide!
It is due tomorrow: Friday, 12/11/09

22. Assignment
Create a Map to your paper using the box set up presented here.
Organize your paper by putting one main idea in each box. Each box represents one paragraph.
Use as many pages
and boxes as needed
( words = typed pages =
18-21 paragraphs).
This is DUE TOMORROW, FRIDAY 12/11.