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EXPOSITORY ESSAYS

EXPOSITORY ESSAYS. We will be taking doodle and colorful notes over Expository Essays for the next few days. These will all stay in the same page range. Make sure to pay attention and take detailed notes. Use markers and other colored utensils to make your notes eye catching.

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EXPOSITORY ESSAYS

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  1. EXPOSITORY ESSAYS • We will be taking doodle and colorful notes over Expository Essays for the next few days. These will all stay in the same page range. • Make sure to pay attention and take detailed notes. Use markers and other colored utensils to make your notes eye catching. • If something is underlined or has a symbol or drawing next to it, IT IS IMPORTANT…therefore you should copy the symbol or create your own.

  2. An EXPOSITORY ESSAY…. • Gives information about a topic • Gives directions/Shows how to do something • The expository essay is the basic form of writing used in most academic classes. • Expository essays ate. inform, explain, examine, or discuss. EXPOSITORY=EXPLAIN

  3. STRUCTURE Minimum of 3 paragraphs: 1. Introduction 2. Body 3.Conclusion

  4. INTRODUCTION Expository Essay GRAPHIC ORGANIZER BODY CONCLUSION

  5. INTRODUCTION Broad HOOK Broad Statement General Statement TRANSITION Specific Controlling Idea/Thesis

  6. INTRODUCTION • INDENT!!!! • Needs to be 3-5 sentences • NO “I” in the introduction • NEVER say “Let me tell you…” or “I am going to tell you about...”  ABSOLUTELY NOTHING like that…EVER • The wording needs to concise and clear NO EXTRA information…

  7. HOOK A sentence that grabs the reader’s attention. It should relate to the broad idea of the topic in a high-interest way. GOOD ones are: -an amazing fact-a detailed description-a quote, proverb-a bold opinion-a statistic

  8. HOOK (PRACTICE) Your turn!! Practice brainstorming possible HOOK sentence ideas over the prompt. Ask yourself…what will catch my readers attention? Now, pick 1 of your best brainstorm ideas, and create a statement that will catch your readers interest…

  9. HOOK (Turn and Talk) • 10 minutes • Share your HOOK sentences with your shoulder partner. • Ask yourself • Does my HOOK catch the attention of my reader? If not, what can I do to improve this? • Help each other create a stronger hook sentence. • Class “share outlouds”

  10. BROAD STATEMENT Idea or statement that covers a large range of people Meaning, the statement can be applied to MANY people KEY WORDS:AlwaysAllManyMost EXAMPLE: People all over the world love animals.

  11. BROAD STATMENT(PRACTICE) Your turn!! Practice brainstorming possible BROAD STATEMENT ideas over the provided prompt. Ask yourself…Can my BROAD STATEMENT be applied to MANY people?

  12. BROAD STATMENT(Turn and Talk) • 10 minutes • Share your BROAD STATMENT with your shoulder partner. • Ask yourself: • Does my BROAD STATEMENT apply to MANY PEOPLE? • Help each other create a BROAD STATEMENT that is focused around the prompt but can be applied to many people. • Class “share outlouds”

  13. GENERAL STATMENT Idea that applies to fewer people or situations

  14. GENERAL STATEMENT(PRACTICE) Your turn!! Practice brainstorming possible GENERAL STATEMENT ideas over the prompt. Ask yourself…Is my GENERAL STATEMENT more specific then my broad statement? The answer should be YES!

  15. GENERAL STATEMENT(Turn and Talk ) • 10 minutes • Share your GENERAL STATMENT with your shoulder partner. • Ask yourself” • Is my GENERAL STATEMENT more specific then my broad statement?? • Help each other create a GENERAL STATEMENT that is focused around the prompt and is a little more specific than your broad statement. • Class “share outlouds”

  16. TRANSITIONS • Transition words and phrases • They improve the connections and TRANSITIONS between sentences and paragraphs. • They thus give the text a logical organization and structure • Transitions give the text a logical organization and structure • THEY HELP PARAGRAPHS FLOW • They connect ideas

  17. TRANSITIONS PRACTICE • Your turn!! Practice brainstorming possible TRANSITION ideas to connect your introduction paragraph together • Ask yourself: • Does my transitional statement make sense? • Does my transitional statement connect my paragraph together?

  18. TRANSITION(Turn and Talk ) • 10 minutes • Share your TRANITIONAL STATEMENT with your shoulder partner. • Ask yourself • Does my TRANSITIONAL STATEMENT help my paragraph flow? • Help each other create a TRANSITIONAL STATEMENT that helps your introduction FLOW • Class “share outlouds”

  19. CONTROLING IDEA • Also known as a THESIS STATEMENT • A statement of the main idea of your essay. The thesis statement is the MOST IMPORTANT sentence in your essay. • Think “Big Idea” • It should…. • clearly state what you are writing • the controlling ideais focusedon the topic specified in the prompt

  20. CONTROLING IDEA(PRACTICE) • Use the provided prompt and create your own CONTROLING IDEA. • MAKE SURE IT… • It is SPECIFIC • Is a statement that CLEARLY states what your ENTIRE essay will be about

  21. CONTROLING IDEA(Turn and Talk ) • 10 minutes • Share your CONTROLING IDEA with your shoulder partner. • Ask yourself: • Is my CONTROLING IDEA specific enough? • Does my CONTROLING IDEA answer the prompt? • Help each other create a CONTROLINGIDEA that is specific and connects to the prompt. • Class “share outlouds”

  22. BODY PARAGRAPH MAIN IDEA OF PARAGRAPH 1. TOPIC SENTENCE # 1(1 sentence) 2. Supporting details (2-3 Sentences) Use TRANSITIONS throughout body paragraph to help the sentences FLOW STOP Ask yourself: Do my supporting details really SUPPORT my topic sentence??? 3. Topic Sentence # 2 (1 sentence) 4. Supporting details (2-3 Sentences) 5. Closing Sentence (1 sentence)

  23. BODY PARAGRAPH • INDENT • 5-7 Sentences • Body paragraph must include ONLY 1 person example • Each TOPIC SENTENCE must relate to the CONTROLING IDEA • Each SUPPORTING DETAIL needs to connect to the TOPIC SENTENCE and support/prove the statement. • Quotes, facts, statistics, etc can be used as a SUPPORTING DETAILS to make your essay more interesting. These can even be made up! • NO RAMDOM INFORMATION…. • NO“I” in the body paragraph…except for the ONE personal example

  24. TOPIC SENTENCE The TOPIC SENTENCE: • The first sentence of each paragraph. • The MAIN IDEA of your body paragraph. • You need at least 2 topic sentences. • Lets the reader know what to expect. • Gives a more specificexample explains your controlling idea. • In other words, the topic sentence supports/develops the controlling idea. • States the point the writer wishes to make about that subject.

  25. TOPIC SENTENCE DOODLE Take one minute to doodle a picture of what a topic sentence looks like to you!

  26. TOPIC SENTENCE BRAIN STORM To Brain Storm ideas for your topic sentence, create a bubble chart TOPIC SENTENCE CONTROLING IDEA TOPIC SENTENCE TOPIC SENTENCE TOPIC SENTENCE

  27. TOPIC SENTENCE BRAINSTORM (EXAMPLE) Dogs can reduce stress Dogs make the best pets Dogs are easy to take care of Dogs can help you meet people Dogs don’t use a litter box

  28. TOPIC SENTENCE(Practice) • Use the provided prompt and brainstorm a few ideas to create topic sentences to SUPPORT your controlling idea. • MAKE SURE: • They SUPPORT your controlling idea • And they are NOT off topic • Choose 2 ideas and WRITE OUT 2 good TOPIC SENTENCES

  29. TOPIC SENTENCE(Turn and Talk) • 10 minutes • Share your TOPIC SENTENCE with your shoulder partner. • Ask yourself: • Do my TOPIC SENTENCESUPPORT my controlling idea? • Help each other create stronger TOPIC SENTENCES • Class “share outlouds”

  30. SUPPORTING DETAILS • SUPPORTING DETAILS • Should support the TOPIC SENTENCE. • Should relate to the prompt • NO EXTRANEOUS INFORMATION. • Should EXPAND and DESCRIBE the topic sentence. • Should SUPPORT your claims (Topic sentences) • Should PROVIDE MEANING to your topic sentences • Supporting details can be: • Quotes, facts, 1 personal example (ONLY), examples, statistics, etc.

  31. SUPPORTING DETAILS(Practice) IN YOUR NOTEBOOK… 1. Your turn!! Practice brainstorming possible SUPPORTING DETAILS over the prompt. 2. Write 2 SUPPORTING DETAILS for each topic sentence. Ask yourself: Do my sentences REALLY support my topic sentence and relate to the prompt…or are they “EXTRA” information. *Be sure to include ONLY 1 personal example as one of your SUPPORTING DETAILS

  32. SUPPORTING DETAILS(Turn and Talk) • 10 minutes • Share your supporting details with your shoulder partner. • Ask yourself: • Do my sentences SUPPORT my TOPIC SENTENCE? • Do they have meaning in my essay? • Help each other create 2 supporting detail for each topic sentence (You should have 4 total) • Class “share outlouds”

  33. CONCLUSION Specific Controlling Idea/Thesis (stated differently) Transition General Statement Broad Statement Broad Close with a question or hook

  34. CONCLUSION • INDENT!!!! • Needs to be 3-5 sentences • NO “I” in the introduction • The wording needs to concise and clear NO EXTRA information…

  35. CONTROLING IDEA(Re-state) • Re-State your controlling idea in a new way. • Make sure it summarizes what your WHOLE essay is about

  36. CONTROLING IDEA RE-STATED(PRACTICE) • Use the provided prompt and re-create your own controlling idea. • MAKE SURE IT… • It is SPECIFIC • Is a statement that CLEARLY states what your ENTIRE essay was about

  37. CONTROLING IDEA RE-STATED(Turn and Talk ) • 10 minutes • Share your new re-stated CONTROLING IDEA with your shoulder partner. • Ask yourself: • Is my CONTROLING IDEA specific enough? • Does my CONTROLING IDEA answer the prompt? • Help each other create a CONTROLING IDEA for your conclusion that is specific and connects to the prompt. • Class “share outlouds”

  38. GENERAL STATEMENTRE-STATED(PRACTICE) Your turn!! Practice brainstorming possible general statement ideas over the prompt. Ask yourself…Is my general statement more specific then my broad statement? The answer should be YES!

  39. GENERAL STATEMENT(Turn and Talk ) • 10 minutes • Share your new GENERAL STATMENT with your shoulder partner. • Ask yourself: • Is my GENERAL STATEMENT more specific then my broad statement?? • Help each other create a new GENERAL STATEMENT that is a little more specific than the broad statement • Class “share outlouds”

  40. Closing Sentence • Needs to be memorable • Can be a question—ONLY ONE QUESTION…ONE!! • Leave the reader wanting more

  41. Closing Sentence Practice Your turn!! Practice brainstorming possible closing sentence ideas over the prompt. Ask yourself…Is my closing sentence memorable? The answer should be YES!

  42. CLOSING SENTENCE(Turn and Talk) • 10 minutes • Share your closing sentence with your shoulder partner. Ask yourself: • Does my closing sentence relate to my essay? • Does the closing sentence leave my reader wanting more? • Class “share outlouds”

  43. Putting it all together!!! Using your EXPOSITORY NOTES… 1. Create a graphic organizer on a piece of notebook paper. 2. Using your graphic organizer, write a one page (26 lines) essay over the prompt on a separate sheet of notebook paper. You should have all the information you need in your notes. 3. Using colored pens or highlighters, label the parts of your essay

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