1. Power Paragraphs A paragraph structure for analysis type essays

2. The traditional “Power Paragraph” Sentence 1: Topic Sentence Sentence 2: Support/Concrete Details Sentence 3: Commentary/Analysis Sentence 4: Commentary/Analysis Sentence 5: Support/Concrete Details Sentence 6: Commentary/Analysis Sentence 7: Commentary/Analysis Sentence 8: Conclusion

3. 1) Topic Sentence: Topic Sentence Example: *We have two important freedoms in America. The paragraph will be about: 2 freedoms we have in America *Discuss use of “we” in this response A topic sentence introduces the subject of the paragraph. It tells the basic/controlling idea the writer plans to discuss. It should include key words from the paragraph.

4. 2) Support/ Concrete Details: Support/Concrete Details Example: First, we have the freedom to speak out on any issue, which is guaranteed to us by the First Amendment. Fact: These sentences should include facts, quotations, and descriptions, but not the writer’s opinion. No one should be able to argue whether these things are true or not. http://students.umf.maine.edu/~lacroi mj/10085093A~The-Bill-of-Rights-First- Amendment-Posters.jpg

5. 3 and 4) Commentary/ Analysis: Commentary/Analysis Example: If we do not agree with a political decision, we have the right to voice our opinions. We can peacefully assemble to protest, without fear of retribution. Opinion: This is where the writer shares his or her opinions/interpretation /inference. The writer explains/explores what he or she thinks the quotations/facts mean or what the author/fact might be saying about the world in which we live. It should consist of at least two sentences.

6. Support/Concrete Details Example: A second freedom we have is to practice whatever religion we choose. Fact: 5) Support/ Concrete Details: Every paragraph should include at least two details– once again facts, quotations, and descriptions, but not the writer’s opinion. http://students.umf.maine.edu/~lacroi mj/10085093A~The-Bill-of-Rights-First- Amendment-Posters.jpg

7. Commentary/Analysis Example: The freedom to choose what religion we practice, if any, is what drove the first colonists to come to America. This legacy has given equal rights to believers, nonbelievers, and agnostics alike, allowing us to be unified as Americans, not separated by religious beliefs. Opinion: 6 and 7) Commentary/ Analysis: Once again the writer shares his or her opinions/interpretation /inference. The writer explains/explores what he or she thinks the quotations/facts mean or what the author/fact might be saying about the world in which we live. It should consist of at least two sentences. http://www.cam.net.uk/home/nimmann /images/if-logo-cb.jpg

8. 8) Conclusion: Conclusion Example: It is these two freedoms that separate us from Communist countries and create a democratic America. Deeper understanding: This sentence wraps up everything. It is not a repetition of the Topic Sentence! It should reveal a new or deeper understanding of the topic, taking into account the six sentences that the writer used to prove and explain the Topic Sentence. It should include key words from the paragraph.

9. Power Paragraph (1) We have two important freedoms in America. (2) First, we have the freedom to speak out on any issue, which is guaranteed to us by the First Amendment. (3) If we do not agree with a political decision, we have the right to voice our opinions. (4) We can peacefully assemble to protest, without fear of retribution. (5) A second freedom we have is to practice whatever religion we choose. (6) The freedom to choose what religion we practice, if any, is what drove the first colonists to come to America. (7) This legacy has given equal rights to believers, nonbelievers, and agnostics alike, allowing us to be unified as Americans, not separated by religious beliefs. (8) It is these two freedoms that separate us from Communist countries and create a democratic America.

10. Animal Farm Power Paragraph (1) Squealer functions on the farm as Chief Propagandist: his job is to “explain” unpleasant events to the other animals. (2) Squealer’s first job is to notify the animals that the milk and apples are necessary for the well being of the farm: “You do not imagine... that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples... Our sole object in taking these things is to preserve our health... if we pigs failed in our duty... Jones would come back!” (31). (3) The consummate spin doctor, Squealer convinces the animals that the pigs must drink the milk and eat the apples, no matter how distasteful they are to the pigs, for the benefit of the other animals. (4) If the pigs’ well being does not convince the animals, then the fear of Jones’s return should halt any objections the animals might have. (5) Later in the novel, Squealer displays his powers of persuasion in explaining why Napoleon chases Snowball off the farm: “Snowball, who, as we now know, was no better than a criminal” (50). (6) Even though some animals protest that Snowball fought bravely at the Battle of the Cowshed, Squealer’s insistence that Snowball is a criminal and disloyal to Animalism convinces the animals they are better off without him. (7) As Squealer’s lies continue, his deceptive versions replace the animals’ true memories. (8) Once he is confident that the animals will believe his explanations of events without question, Squealer no longer needs to use factual events to help mask his deception.

11. (1) Squealer functions on the farm as Chief Propagandist: His job is to “explain” unpleasant events to the other animals. Explanation: This topic sentence introduces Squealer and his propaganda as the subject of the paragraph. The key words “Propagandist,” “explain,” “events,” and “animals” will be repeated throughout the paragraph. 1) Topic Sentence: A topic sentence introduces the subject of the paragraph. It tells the basic/controlling idea the writer plans to discuss. It should include key words from the paragraph. http://tell.fll.pu rdue.edu/Japa nProj/FLClipart /Verbs/introdu ce.gif

12. (2) Squealer’s first job is to notify the animals that the milk and apples are necessary for the well being of the farm: “You do not imagine... that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples... Our sole object in taking these things is to preserve our health... if we pigs failed in our duty... Jones would come back!” (31). Explanation: This support is a direct quotation from the novel that shows how Squealer uses propaganda or half truths to explain unpleasant events to the animals. Notice the set-up or introduction to the quotation is included with these sentences. Without the set-up, the quotation would be marked as “floating,” a mark down in points. 2) Support/ Concrete Details: These sentences should include facts, quotations, and descriptions, but not the writer’s opinion. No one should be able to argue whether these things are true or not. http://www.e uropeword.c om/blog/wp- content/uplo ads/2008/11/ factsabouteu rope.gif

13. (3) The consummate spin doctor, Squealer convinces the animals that the pigs must drink the milk and eat the apples, no matter how distasteful they are to the pigs, for the benefit of the other animals. Explanation: This is how the writer of the paragraph explains what the Animal Farm quotation means and how the quotation proves the Topic Sentence. 3) Commentary/ Analysis: This is where the writer shares his or her opinions/interpretation /inference. The writer explains/explores what he or she thinks the quotations/facts mean or what the author/fact might be saying about the world in which we live. It should consist of at least two sentences. http://school.discoverye ducation.com/clipart/im ages/thought-boy.gif

14. (4) If the pigs’ well being does not convince the animals, then the fear of Jones’s return should halt any objections the animals might have. Explanation: This is the second explanation of how the writer of the paragraph explains what the Animal Farm quotation means and how the quotation proves the Topic Sentence. These sentences are opinion based on the facts. Commentary/Analysis sentences are ideas you infer from the text: you cannot find these ideas in the text; they come from you. 4) Commentary/ Analysis: This is where the writer shares his or her opinions/interpretation /inference. The writer explains/explores what he or she thinks the quotations/facts mean or what the author/fact might be saying about the world in which we live. It should consist of at least two sentences. http://school.discoverye ducation.com/clipart/im ages/thought-boy.gif

15. (5) Later in the novel, Squealer displays his powers of persuasion in explaining why Napoleon chases Snowball off the farm: “Snowball, who, as we now know, was no better than a criminal” (50). Explanation: This support is another direct quotation from the novel that shows how Squealer uses propaganda or half truths to explain unpleasant events to the animals. Once again, the set-up or introduction to the quotation is included with these sentences. Without the set-up, the quotation would be marked as “floating,” a mark down in points. 5) Support/ Concrete Details: Every paragraph should include at least two details– once again facts, quotations, and descriptions, but not the writer’s opinion. http://www.europe word.com/blog/wp- content/uploads/200 8/11/factsabouteuro pe.gif

16. (6) Even though some animals protest that Snowball fought bravely at the Battle of the Cowshed, Squealer’s insistence that Snowball is a criminal and disloyal to Animalism convinces the animals they are better off without him. Explanation: This is how the writer of the paragraph explains what the Animal Farm quotation means and how the quotation proves the Topic Sentence. 6) Commentary/ Analysis: Once again the writer shares his or her opinions/interpretation /inference. The writer explains/explores what he or she thinks the quotations/facts mean or what the author/fact might be saying about the world in which we live. It should consist of at least two sentences. http://school.discoverye ducation.com/clipart/im ages/thought-boy.gif

17. (7) As Squealer’s lies continue, his deceptive versions replace the animals’ true memories. Explanation: This is the second explanation of how the writer of the paragraph explains what the Animal Farm quotation means and how the quotation proves the Topic Sentence. Once again, these sentences are opinion based on the facts. Commentary/Analysis sentences are ideas you infer from the text: you cannot find these ideas in the text; they come from you. 7) Commentary/ Analysis: Once again the writer shares his or her opinions/interpretation /inference. The writer explains/explores what he or she thinks the quotations/facts mean or what the author/fact might be saying about the world in which we live. It should consist of at least two sentences. http://school.discoverye ducation.com/clipart/im ages/thought-boy.gif

18. (8) Once he is confident that the animals will believe his explanations of events without question, Squealer no longer needs to use factual events to help mask his deception. Explanation: This sentence wraps up the paragraph without repeating the Topic Sentence. It shows a deeper understanding of Squealer’s propaganda techniques. The key words “deception” (synonym for propaganda), “explain,” “events,” and “animals” that were repeated throughout the paragraph are also in the concluding sentence. 8) Conclusion: This sentence wraps up everything. It is not a repetition of the Topic Sentence! It should reveal a new or deeper understanding of the topic, taking into account the six sentences that the writer used to prove and explain the Topic Sentence. It should include key words from the paragraph. http://th08.deviant art.net/fs33/300W /i/2008/309/9/9/D eeper_Insight_into _Life_by_Funky_B ug.jpg

19. Your Turn to Write Steps for Writing a Power Paragraph with a Prompt Step 1: Read the Text Step 2: Read and Analyze the Prompt Step 3: Create a Mind Map/Web Step 4: Select the best information for the power paragraph Step 5: Write the Topic Sentence Step 6: Write the Support/Concrete Details Step 7: Write the Commentary/Analysis Step 8: Write the second Support/Concrete Details Step 9: Write Commentary/Analysis for second support Step 10: Write the Conclusion Step 11: Revision process

20. Step 1: Read the Text *“Hope” is the thing with feathers By Emily Dickinson “Hope” is the thing with feathers-- That perches in the soul-- And sings the tune without the words-- And never stops--at all-- And sweetest--in the Gale--is heard-- And sore must be the storm-- That could abash the little Bird That kept so many warm-- I've heard it in the chilliest land-- And on the strangest sea-- Yet, never, in Extremity, It asked a crumb--of Me. Elements of Literature: Third Course p.595 *Discuss titles used for Dickinson’s poems. It is very important that you read the text (article, story, poem, etc.) before you read the prompt. After reading the text, read the prompt, then reread the text. Ideas on how to answer the prompt will begin to formulate as you read the text a number of times.

21. Step 2: Read and Analyze the Prompt Prompt Dickinson uses an extended metaphor of a bird to speak of hope throughout her poem. How is hope like a bird? Use the images from her poem to explain the part hope plays in people’s lives. The prompt will ask for an answer to a specific question. You must first understand what it is asking. How is hope like a bird? Use the poem to find the answers. Next, look for key words and phrases that must be in your power-paragraph response. Dickinson Extended metaphor Bird Hope Poem *Images People’s lives * same as imagery: all 5 senses

22. Step 3: Create a Mind Map/Web Your Mind Map/Web should begin with the main idea in the center and the answers to the prompt (from the text) in each connecting circle of the web. In this Web, each idea in the poem can answer the prompt of how hope is like a bird.

23. Main Idea: Hope is like a bird. “‘Hope’ is the thing with feathers–” (1) It “perches in the soul—” (2) It “sings the tune without the words-- /And never stops--at all—” (3-4) “sweetest--in the Gale--is heard—” (5) “sore must be the storm-- /That could abash the little Bird/That kept so many warm—” (6-8) “I've heard it in the chilliest land—” (9) “And on the strangest sea— ” (10) “Yet, never, in Extremity,/It asked a crumb-- of Me” (11-12)

24. Step 4: Select Best Points for Power Paragraph Hope is an abstract idea; it does not have a concrete image. Giving hope the image of a bird, Dickinson helps us visualize hope. “‘Hope’ is the thing with feathers–” (1): Feathers/wings enable one to fly It “perches in the soul—” (2): The soul is the home for hope It “sings the tune without the words-- /And never stops--at all—” (3-4): a bird’s continuous song represents eternal hope “sweetest--in the Gale--is heard—” (5): a song of hope whistling above the sound of gale-force winds, offering the promise that the storm will end You now need to choose two answers that you feel answer the prompt the best and that you can explain thoroughly. Your choices should depend on which images are the most meaningful to you, whether you can explain that particular part of the metaphor, and whether you can explain how that element of hope plays out in people’s lives.

25. “sore must be the storm--/That could abash the little Bird/That kept so many warm—” (6-8): a person can destroy hope with a storm of anger and negativity; the destroyer of hope causes pain and soreness that hurts him the most “I've heard it in the chilliest land— ” (9): hope is eternal and everywhere “And on the strangest sea—” (10): hope exists for everyone “Yet, never, in Extremity,/It asked a crumb--of Me” (11-12):. hope is a gift; it exists for all of us Step 4: Select Best Points for Power Paragraph You now need to choose two answers that you feel answer the prompt the best and that you can explain thoroughly. Your choices should depend on which images are the most meaningful to you, whether you can explain that particular part of the metaphor, and whether you can explain how that element of hope plays out in people’s lives. Continued…

26. Step 5: Write the Topic Sentence In Emily Dickinson’s poem *“‘Hope’ is the thing with feathers,” the images of hope in the extended metaphor create a concrete visual of hope’s necessity in people’s lives. *Discuss the use of single and double quotes. Sentence 1, Topic Sentence: A topic sentence introduces the subject of the paragraph. It tells the basic/controlling idea the writer plans to discuss. If there is a prompt, the topic sentence is the answer to the prompt. It should include key words from the paragraph. (Pull words from the prompt.)

27. Step 6: Write the Support/ Concrete Details First, introduce the quotation. In Dickinson’s first stanza, hope *is directly compared to a bird, perching in the soul, Then, use the quotation. and it “sings the tune without the words--/And never stops-- at all—” (3-4). *Discuss use of passive voice Sentence 2, Support/ Concrete Details: These sentences should include facts, quotations, and descriptions, but not the writer’s opinion. No one should be able to argue whether these things are true or not. These facts must prove the writer’s position in the topic sentence.

28. Step 7: Write the Commentary/ Analysis How does the quotation support the answer that hope is a necessity in people’s lives? Like a bird, hope gives flight to dreams and desires. Those who have hope feel its eternal presence. Sentence 3 and 4, Commentary/Analysis: This is where the writer shares his or her opinions/interpretation/ inference. The writer explains/explores his or her thoughts/interpretations of what he or she thinks the quotations/facts mean or how the facts support the writer’s answer to the prompt or what the author/fact might be saying about the world in which we live. Will be at least two sentences.

29. Step 8: Write the Second Support/ Concrete Details Your turn: Which image from the second stanza supports the necessity of having hope? First, introduce the quotation. Then, use the quotation. Sentence 5, Support/Concrete Details: These sentences should include facts, quotations, and descriptions, but not the writer’s opinion. No one should be able to argue whether these things are true or not.

30. Step 9: Write Commentary/ Analysis for Second Support How does the quotation support the answer that hope is a necessity in people’s lives? Sentence 6 and 7, Commentary/Analysis: This is where the writer shares his or her opinions/interpretation/ inference. The writer explains/explores his or her thoughts/interpretations of what he or she thinks the quotations/facts mean or how the facts support the writer’s answer to the prompt or what the author/fact might be saying about the world in which we live. Will be at least two sentences.

31. Step 10: Write the Conclusion Here is the topic sentence again. In Emily Dickinson’s poem “Hope” Is the Thing with Feathers, the images of hope in the extended metaphor create a concrete visual of hope’s necessity in people’s lives. How can you change it to reveal a deeper understanding of the use of metaphor and the necessity of hope? Sentence 8, Conclusion: This sentence wraps everything up. It is not a repetition of the Topic Sentence! It should reveal a new or deeper understanding of the topic, taking into account the six sentences that the writer used to prove and explain the Topic Sentence. It should include key words from the paragraph.

32. Step 11: Revision Process Here are some helpful basic revision steps: 1.Can you identify every sentence in your power paragraph? If not, what do you have to add or subtract? 2.Do the sentences flow ? a)Do you notice anything jarring or disconnected? Will a transition word or phrase, such as “therefore” or “however” help connect ideas? b)Or, is it too wordy or repetitive? Do you need to eliminate some repetition ? 3.Check your spelling and grammar. Did you spell the author’s name correctly? Did you use the present tense ? Make sure you did not use personal (I or we) or second person (you) pronouns. Check for pronoun/antecedent agreement errors (someone/their). 4.Check your formatting. Did you use MLA Style ? Are the margins, header, heading, title, spacing, and quoting formatted according to those specifications? 5.Did you make any necessary corrections that a peer or your teacher suggested? Writing is a process. Every step is an integral part of that process. Editing/revising is another integral part. Never assume you are done without rereading what you have written. On tests, you will be the only editor. For class assignments, you can use peers, adults, and teachers to help you with the necessary final step of the writing process.

33. Additional Writing Assignments Using the Power Paragraph 1.Discuss possible reasons Dickinson capitalized some of the common nouns in the poem. 2.Discuss the word “Extremity” in the context of the poem and its various definitions. 3.Dickinson compared hope to a bird. What else could you compare hope to? Why?