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Structure of an essay

Structure of an essay. Introduction Begin with a sentence that captures readers attention. Give background information on the topic. Enhance the paragraph with an interesting example, surprising statistics or other “hook”. Include the thesis statement. Thesis statement.

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Structure of an essay

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  1. Structure of an essay • Introduction • Begin with a sentence that captures readers attention. • Give background information on the topic. • Enhance the paragraph with an interesting example, surprising statistics or other “hook”. • Include the thesis statement.

  2. Thesis statement • States the main idea of the essay. • More general than the supporting material. • May mention the main point of each of the body paragraphs.

  3. Body paragraph 1 • Begin with a topic sentence that states the main point of the paragraph and relates it to the thesis statement. • Fill with well organized examples, quotations, comparisons, analogies, and/ or narration. • May end with a transition.

  4. Body paragraph 2 • Begin with a topic sentence that states the main point of the paragraph and relates it to the thesis statement. • Fill with well organized examples, quotations, comparisons, analogies, and/ or narration. • May end with a transition.

  5. Body paragraph 3 • Begin with a topic sentence that states the main point of the paragraph and relates it to the thesis statement. • Fill with well organized examples, quotations, comparisons, analogies, and/ or narration. • May end with a transition.

  6. Conclusion • “Echo” the thesis statement without simply repeating it. • May pose a question for future thought or suggest a course of action. • Include a detail or example from the introduction to “tie up” the essay. • End with a strong image.

  7. Sample Essay Outline (with Evidence) EVIDENCE 1 “Under many houses, people screamed for help, but no one helped; survivors that day assisted only their relatives or immediate neighbors, for they could not comprehend or tolerate a wider circle of misery” (29). EXPLANATION The emotional trauma of those who survived the bombing is so intense that they are mentally incapable of thinking about helping those outside of their own ‘circle of misery.’ Their inability to help victims other than relatives or immediate neighbors demonstrates the shattering emotional and mental toll that the bomb has taken on the survivors.

  8. Which is the best thesis statement? PROMPT: How are the victims of the nuclear bomb unable to help other victims in the aftermath of the explosion? Describe this helplessness with details from the text and explain how these details contribute to our understanding of the atomic bomb.” Thesis statements: #1 While many people die in nuclear explosions, the bombing at Hiroshima was unique in how it caused thousands to suffer and die in the weeks after the explosion. #2 In Hiroshima, author John Hersey conveys the utter destruction and misery of the bombing by showing how its survivors are unable to rescue those who are trapped under rubble, or wounded by flash burns. #3 Survivors of the bombing are unable to help other survivors who are trapped under rubble, threatened by fire, or significantly wounded.

  9. Thesis scrimmage • How does Hersey’s narration or description convey the role of random chance in those who survived and those who perished because of the atomic bomb?

  10. Analyzing Evidence “From every second or third house came the voices of people buried and abandoned with formal politeness, “Tasuketekure! Help, if you please!” The priests recognized several ruins from which these cries came as the homes of friends, but because of the fire it was too late to help,” (28). How would you analyze this evidence to show that the bomb’s destruction was all-encompassing? Take a couple of minutes and analyze this in your notes, (write two to three sentences.)

  11. Analyzing Evidence • “From every second or third house came the voices of people buried and abandoned with formal politeness, “Tasuketekure! Help, if you please!” The priests recognized several ruins from which these cries came, but because of the fire it was too late to help,” (28). ANALYSIS # 1 Even though the priests recognize the destroyed homes and houses of the trapped people, they are prevented from helping them by the intense fire.

  12. Analyzing Evidence • “From every second or third house came the voices of people buried and abandoned with formal politeness, “Tasuketekure! Help, if you please!” The priests recognized several ruins from which these cries came, but because of the fire it was too late to help,” (28). ANALYSIS # 2 The sheer amount of people pleading for help amidst the ruins shows the far-reaching devastation of the bomb. This devastation continues long after the explosion, with a ferocious fire that prevents the priests from helping even those they recognize.

  13. Analyzing Evidence Practice • Mr. Tanimito: “Under many houses, people screamed for help, but no one helped; in general, survivors that day assisted only their relatives or immediate neighbors, for they could not comprehend or tolerate a wider circle of misery,” (29). Analyze this evidence in two or three sentences. Explain how these details shape our understanding of the atomic bomb and its destructive power. DO NOT restate the evidence!

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