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The Multi-Paragraph Essay

The Multi-Paragraph Essay. Amanda Hernandez Based on the SMHS Composition Handbook. Structure. Introductory Paragraph Body Paragraph(s) Concluding Paragraph The word essay comes from the French verb, essayer, which means “to try.”. Introductory Paragraph: The First Sentence.

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The Multi-Paragraph Essay

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  1. The Multi-Paragraph Essay Amanda Hernandez Based on the SMHS Composition Handbook

  2. Structure • Introductory Paragraph • Body Paragraph(s) • Concluding Paragraph The word essay comes from the French verb, essayer, which means “to try.”

  3. Introductory Paragraph: The First Sentence • First Sentence • Avoid thinking of it as a HOOK • Please do not ask a question • Do not use other people’s words to start your essay • Consider: a general statement, an unusual (but related fact), a vivid example, an anecdote, an analogy

  4. Introductory Paragraph • Begin with crafted first sentence • Tie first sentence to literature • Provide background information • Thesis • The thesis is arguably the most important sentence of the entire essay. It is your roadmap.

  5. Thesis Statements • X. • X is Y. • X is Y because of a, b, and c. • X is Y, verb _____________ (something about the bigger picture).

  6. Thesis Statements • Another way to think about this is: topic + idea + so what. A: topic + idea B: so what

  7. Body Paragraphs • Topic Sentence • Subtopic • Concrete Detail • Commentary ------------>Repeat points 2,3,4 THREE times • Conclusion sentence

  8. Body Paragraphs • Topic sentence should relate to A part of thesis • Subtopic leads the reader from general to specific • Concrete Detail (CD) is a quote from the text • Always introduced • Always cited appropriately

  9. Body Paragraphs • Commentary • Analysis/ Not Summary • Relates the CD to the part B of the thesis • Consider using Say, Mean, Matter as your guide • SAY: What does the quote say about -------? • MEAN: What does the quote mean to -----? • MATTER: Why does the quote matter to -----?

  10. Commentary • TOPIC ----------- SAY • IDEA ------------ MEAN • SO WHAT ------ MATTER • Using the above strategy will enable you to keep the analysis (or, CM) focused on the thesis (or, RTT).

  11. Concluding Paragraphs • Try not to be a wimpy writer! • Think of the concluding paragraph as a reinforcement, not a repetition • Concluding Paragraph should include: • Restatement of Thesis • Summary of salient points • Final insights

  12. Concluding Paragraph: Final Insights • Avoid: • a complete summary • any new material or ideas • statement of the obvious • an apology • a prescribed statement • a question • a quote

  13. Concluding Paragraph: Final Insights • Answer a question (like, “what if…”) • Describe an “aha!” moment or discovery from your writing • Apply the lesson of your work to a general audience • A general statement (possibly one to link first sentence) • Discuss broader implications • Return to the theme • Provide an anecdote

  14. Use of Quotes • Choose one that actually supports your ideas • Never allow a quote to stand alone • Integrate the quote into your own writing • Give reader enough information to understand who is whom is the quote • Cite appropriately (check Owl Purdue) • Ellipses … • A quote is not necessarily diaglogue • You may quote a portion of a line • You may integrate you own words within the quote • Double quotes

  15. Transitions • Make clear relationships between sentences and paragraphs • See pages 18-19 in Composition Handbook • See the “Transitions” handout previously distributed

  16. Basic Rules • Active Literary Present (ALP) • Personal Pronouns • Contractions • Commonly misused (see next slide) • Wordiness • Jargon • ONE • Relate to the thesis (RTT)

  17. Commonly Misused • It’s: It is • Its: possessive • Their: possessive • There: place • They’re: they are, contraction • Who: person • That: non-person • Fewer: countable • Less: no countable • Among: many • Between: two

  18. Assignment • Using the Act IV “quiz” activity, you will write a multi-paragraph essay. • This is an effort based grade. • Did you include all of the components? • Did you put forth effort and thought to compose your essay? • Is it complete? • Is it based on your work in Act IV?

  19. Steps 1. Review Act IV activity and create a thesis statement based on what you’ve done. 2. Build up and out from your thesis to write an introductory paragraph. 3. Use the 5-work summaries and topic sentences/sentence starters. 4. Use the literary devices as your CD. 5. Write CM the links CD to thesis. 6. You may include scenes i-v in one paragraph, or divide them. 7. Consider what you have composed and develop a conclusion paragaph.

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