The document provides guidance on writing a comparative essay, including understanding the prompt, brainstorming, finding a focus, writing an introduction, body paragraphs, and conclusion. It emphasizes thoroughly reading the assignment prompt, completing brainstorming before writing, selecting the three most important comparisons, including those points in a strong thesis statement, using either point-by-point or whole-by-whole formatting in the body paragraphs, and ending with a "so what" statement in the conclusion without restating the thesis. Revision involves ensuring each point reflects the thesis and having peers eliminate unnecessary elements and identify errors.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
XU1Constructing Body ParagraphsThe PIE ParagraphAs soon as.docxadampcarr67227
XU1
Constructing Body Paragraphs/The PIE Paragraph
As soon as a reader receives your thesis statement, your job as writer becomes supporting that thesis statement. We support thesis statements with our body paragraphs. Each body paragraph needs to cover a different point/idea. The body paragraphs should always take on the same form. We will construct body paragraphs using the PIE (point, illustration, explanation) method. Please review the notes and examples below and contact me with any questions you may have.
The P.I.E. Paragraph: Body Paragraphs after Thesis
P = Point
What is the point of this paragraph?
What claim is being made?
Often, the point is the TOPIC SENTENCE. The topic sentence for each body paragraph needs to be arguable, one that a reader can agree or disagree with. By stating a claim in your topic sentence, you are letting your reader know that you will support your claim by providing illustrations and explanation/analysis in the rest of the paragraph.
I = Illustration
How is the point supported with specific data, experiences, or other factual material?
The illustration is the evidence used to support/develop the point.
E = Explanation
What does the provided information mean? The explanation is the writer's analysis, elaboration, evaluation of the point and information given, connecting the information with the point (topic sentence) and the thesis.
Below is a sample PIE Paragraph.
From The Color of Water:
Ruth’s method of dealing with the pain she experiences is by turning outward. Ruth herself describes that, even as a young girl, she had an urge to run, to feel the freedom and the movement of her legs pumping as fast as they can (42). As an adult, Ruth still feels the urge to run. Following her second husband’s death, James points out that, “while she weebled and wobbled and leaned, she did not fall. She responded with speed and motion. She would not stop moving” (163). As she biked, walked, rode the bus all over the city, “she kept moving as if her life depended on it, which in some ways it did. She ran, as she had done most of her life, but this time she was running for her own sanity” (164). The image of running that McBride uses supports his understanding of his mother as someone who does not stop and consider what is happening in her life yet is able to move ahead. Movement provides the solution, although a temporary one, and preserves her sanity. Discrete moments of action preserve her sense of her own strength and offer her new alternatives for the future. Even McBride’s sentence structure in the paragraph about his mother’s running supports the effectiveness of her spurts of action without reflection. Although varying in length, each of the last seven sentences of the paragraph begins with the subject “She” and an active verb such as “rode,” “walked,” “took,” “grasp” and “ran.” The section is choppy, repetitive and yet clear, as if to reinforce Ruth’s unconscious insistence on movement as a means of coping with th.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
XU1Constructing Body ParagraphsThe PIE ParagraphAs soon as.docxadampcarr67227
XU1
Constructing Body Paragraphs/The PIE Paragraph
As soon as a reader receives your thesis statement, your job as writer becomes supporting that thesis statement. We support thesis statements with our body paragraphs. Each body paragraph needs to cover a different point/idea. The body paragraphs should always take on the same form. We will construct body paragraphs using the PIE (point, illustration, explanation) method. Please review the notes and examples below and contact me with any questions you may have.
The P.I.E. Paragraph: Body Paragraphs after Thesis
P = Point
What is the point of this paragraph?
What claim is being made?
Often, the point is the TOPIC SENTENCE. The topic sentence for each body paragraph needs to be arguable, one that a reader can agree or disagree with. By stating a claim in your topic sentence, you are letting your reader know that you will support your claim by providing illustrations and explanation/analysis in the rest of the paragraph.
I = Illustration
How is the point supported with specific data, experiences, or other factual material?
The illustration is the evidence used to support/develop the point.
E = Explanation
What does the provided information mean? The explanation is the writer's analysis, elaboration, evaluation of the point and information given, connecting the information with the point (topic sentence) and the thesis.
Below is a sample PIE Paragraph.
From The Color of Water:
Ruth’s method of dealing with the pain she experiences is by turning outward. Ruth herself describes that, even as a young girl, she had an urge to run, to feel the freedom and the movement of her legs pumping as fast as they can (42). As an adult, Ruth still feels the urge to run. Following her second husband’s death, James points out that, “while she weebled and wobbled and leaned, she did not fall. She responded with speed and motion. She would not stop moving” (163). As she biked, walked, rode the bus all over the city, “she kept moving as if her life depended on it, which in some ways it did. She ran, as she had done most of her life, but this time she was running for her own sanity” (164). The image of running that McBride uses supports his understanding of his mother as someone who does not stop and consider what is happening in her life yet is able to move ahead. Movement provides the solution, although a temporary one, and preserves her sanity. Discrete moments of action preserve her sense of her own strength and offer her new alternatives for the future. Even McBride’s sentence structure in the paragraph about his mother’s running supports the effectiveness of her spurts of action without reflection. Although varying in length, each of the last seven sentences of the paragraph begins with the subject “She” and an active verb such as “rode,” “walked,” “took,” “grasp” and “ran.” The section is choppy, repetitive and yet clear, as if to reinforce Ruth’s unconscious insistence on movement as a means of coping with th.
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Essays hold a special place in the realm of written expression. They serve as a platform for delving into a specific subject, exploring its nuances, and conveying insights. In the context of English class, essays serve as a tool to showcase your comprehension and analysis of studied texts. These compositions involve identifying, dissecting, and forming conclusions about the components that shape the text, ultimately influencing the reader's response.
The scope of essays is expansive, covering a wide range of texts such as novels, short stories, movies, documentaries, and graphic novels. Each essay provides an opportunity to engage deeply with the material and share your unique perspective.
When crafting analytical essays, the primary objective is to construct an argument that responds to a specific question or presents an interpretation of the studied text. This process entails more than just summarizing the content; it involves a meticulous examination of the text's features and an astute analysis of their impact on the reader's perception.
Let's embark on a journey through the key steps that comprise the essay-writing process, along with some insightful tips to guide you in planning, drafting, and producing essays during your secondary school years.
Introduction: Setting the Stage
The introduction of an essay serves as its foundation, capturing the reader's attention and laying out the trajectory of your argument. It is your opportunity to establish the context, introduce the text you will be discussing, and provide a clear roadmap for what lies ahead. A well-crafted introduction should contain:
A brief overview of the text or topic you will be analyzing.
The central thesis or argument that your essay will revolve around.
A hint at the key points you will address in the body of the essay.
Remember, an engaging introduction sets the tone for your essay and entices the reader to delve further into your analysis.
Body: In-Depth Exploration
The body of your essay serves as the core where your analysis unfolds. Each paragraph within the body focuses on a distinct aspect of your argument, supporting it with evidence from the text. To structure your body effectively:
Devote each paragraph to a single point or theme.
Begin with a topic sentence that introduces the focus of the paragraph.
Provide evidence from the text to support your point, including direct quotes or paraphrases.
Offer insightful analysis of the evidence, explaining its significance in relation to your argument.
Connect each point back to your thesis, demonstrating how they collectively reinforce your overarching message.
A cohesive and organized body strengthens the coherence of your essay, ensuring that your analysis is structured and logical.
Conclusion: Culmination and Reflection
The conclusion is your opportunity to tie together the threads of your analysis and leave a lasting
Descriptive rubric
Exceeds Standard
Meets Standard
Almost to Standard
Below
(A)
(B)
C
*
THESIS
Thesis/claim is precise, knowledgeable, significant; thesis has a topic, stand and why.
Thesis/Claim is complete with a topic, stand and why
Thesis/Claim may be unclear or incomplete
Thesis/Claim is missing or incomplete
PARAGRAPHS AND EVIDENCE WITH ACTION AND CONFLICT
DESCRIPTION AND DESCRIPTIVE WORDS ARE CHOSEN
Develops the topic thoroughly by selecting the most significant and relevant facts, details or other information and examples
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Clearly includes action and conflict.
Essay is focused on thesis.
The essay includes at least three of the senses. All are incorporated and flow easily into the essay. Descriptive words are chosen over other, less descriptive choices.
Develops the topic by selecting significant and relevant facts, concrete details, or other information and examples
Integrates evidence into the text selectively to maintain the flow of ideas and advance the thesis.
Includes action and conflict.
Is mostly focused on thesis
The essay includes at least three of the senses. A clear attempt was made to incorporate these into the essay. Descriptive words are often chosen over other, less descriptive choices.
Attempts to develop the topic using evidence, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Action and/or conflict is weak or missing.
Essay may veer off of the thesis/topic at times.
Essay does not use three of the senses. An attempt was made to include senses, but the construction may be clumsy or obvious Descriptive words are rarely chosen over less descriptive choices.
Does not develop the topic by selecting evidence to support a thesis
Does not assess the strengths and limitations of evidence.
Action and/or conflict is missing.
Essay veers off of topic or topic is unclear throughout the essay
Essay does not use many if any of the senses. There are few, if any, descriptive passages.
.
CONCLUSION
Conclusion summarizes the main point and topics without repeating previous sentences; thesis is restated in a new way.
Conclusion summarizes main topics; thesis is restated.
Conclusion summarizes main points but is repetitive. Thesis is restated but not in a new way.
Conclusion does not adequately summarize the essay. Thesis is not restated.
Organization,
Writing Style and Conventions
Organization skillfully sequences the claim(s), reasons, and evidence
Provides a concluding statement or section that skillfully follows from or supports the argument presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, ...
This presentation can be helpful in providing students with the best dissertatioon help and guidance that can help students prepare dissertations in the right manner. http://www.dissertationwritinguk.com/get-dissertation-writing-help/
Welcome to Essentials of English Composition 101. My name is Sta.docxhelzerpatrina
Welcome to Essentials of English Composition 101. My name is Stacie Vesolich, and I will be your instructor for this course. I commend you for enrolling in this course as a path to furthering your academic goals, and I will make every effort to help you to achieve success in your writing endeavors. Let me begin by highlighting several key points of this course:
Essentials of English Composition 101
8 Modules and a Final Research Paper
There are 8 modules, culminating with a final research paper as the exam.
Each module is different, and it is very important that you read the instructions for every module.
The beginning module requires you to do several writing, practice exercises. This is mandatory, even though the practice exercises are not graded.
The modules start out relatively easy (a descriptive essay and a narrative essay that are written on your firsthand experiences and do not require any writing citations.)
Be advised that the modules build on each other, progressively becoming more difficult.
As your instructor, I have 3 days ( per module) to grade your work. My response to your essay submissions usually does not take three days, although I am granted that amount of time.
Read, Write, Submit, Wait
English courses require that the writer addresses the writing prompt. This can only be done if the writer carefully reads the specific directions.
After you submit your essay, wait for the remarks and critique before submitting another module.
In some instances, you may be required to submit a revision of your essay.
The option to do a revision on the submitted essay is your choice, but is to your advantage.
Progression of Difficulty
Each writing module develops a specific skill and the level of difficulty of these writing skills increases as the course progresses.
Be sure to carefully read all of the instructions and view any videos that apply to the module.
Always address the writing prompt: This is the specific instructional requirement for the essay.
Research and Sources
For this course, when you present information that is based on research that you have reviewed and studied, you must provide two types of sources:
1) Parenthetical or in-text citations For example: (Smith 22)
2) A works cited page that is in alphabetical order.
3) I will use an electronic scan to verify that the work submitted is your original work, or work that has been properly cited.
Remember that you have signed an honesty agreement about the work that you will submit.
Research Essays, Expository Essays, and Persuasive Essays Demand Citations
If you are having difficulty formatting the works cited page or the in-text (parenthetical citations), please refer to these links:
The Purdue Owl Online Writing Lab (OWL). Click on MLA Formatting and Style Guide.
Note: English classes tend to use MLA formatting; science and humanities’ classes tend to use APA formatting. We recommend using MLA formatting for our English classes at Portage. How ...
2. Understanding the Prompt
Read the assignment thoroughly
Be sure you can answer, “What is this prompt
asking me to do?” completely.
Look at the rubric before, during, and after you
write your essay
3. Brainstorming
Do not begin writing until you have completed this
step!
Venn Diagram, Concept Map/Web, List, etc.
Most IMPORTANT part of brainstorming is…
4. Find a Focus
Select the THREE most important comparisons
between the texts
While you may find several others, do not include
them in your essay
5. Introduction
Start general
State texts and authors
and genre
Finish with a
strong, specific thesis
statement
Your three points
should be included
EXAMPLE: Though Green Eggs and Ham, The Cat in the Hat, and Oh, The
Places You’ll Go are three different stories, they each use rhyme,
rhythm, and made-up words to add excitement and emphasis,
establishing Dr. Seuss’ unique style.
6. Body Paragraphs
Point-by-Point Whole-by-Whole
Choose one point or Write about all three
aspect per paragraph points for each text in
and write about all their own separate
three texts paragraph
Repeat for three total This is the most difficult
body paragraphs method
Make sure you use
parallel structure
7. Conclusion
Do not restate your thesis statement
Summarize briefly (without repeating)
End with a “so what” statement
8. Revision
Check that each point reflects your thesis
statement
Peer editing
Check for repetition, unnecessary points, summary
and eliminate; identify grammatical and
mechanical errors
Editor's Notes
It is crucial that you understand the assignment before you begin brainstorming and writing. Be sure you can answer, “What is this prompt asking me to do?” completely. In addition to understanding the assignment, you also need to be checking your rubrics BEFORE, DURING, and AFTER you write your essay. It may ask you to include specific items, such as a Works Cited page or a particular number of pages or paragraphs.
The next step is to brainstorm. Do NOT begin writing until you have completed this step. Oftentimes, we begin writing because we’re anxious to finish the assignment and get it all down on paper. I promise you, however, that you will be much more successful if you organize your thoughts logically before you begin writing. There are several ways you can brainstorm effectively. I find that using a graphic organizer is the best tool to organizing ideas. Here are some examples. The Venn Diagram is a great visual tool where the common ideas can be written in the middle overlap, while contrasting thoughts are placed in the outside circles. The second picture is a concept map. The concept, or idea, is placed in the middle circle, and ideas and quotes related to it are written in the squares. Finally, the last picture is a list or a chart. This is a nice, simple, organized way to write down thoughts with headings. But the number one most IMPORTANT part of brainstorming is to write down specific quotations and PAGE NUMBERS to support your ideas. If you do not do this step now, you will be rushed for time later.
It is really important that while you’re coming up with ideas you remember to narrow your focus. Try to be as specific as possible. For example, in your upcoming assignment, you will be asked to select THREE of the most important aspects of the societies to compare. While there are many things that you could compare, try to find the three most significant.
Let’s talk about the introduction to a comparative essay. In any paper, you need to start off general. Maybe make a broad statement about the three texts and how they are related or why they should be compared. In the introduction, you also want to state the names and authors of each text. Your titles should be in italics. In this particular assignment, you will also be asked to include the GENRE (Science fiction). Finally, you will end your introduction with a strong, specific thesis statement. Your thesis statement should include the three points you will be discussing and the insights they bring to readers. Here’s an example of a good thesis statement comparing three Dr. Seuss books.
There are several ways you can write the body of your comparative essay. Here are the two most common ways. First, is the point-by-point method. Each paragraph discusses ONE aspect, but covers each of the three texts. You would have a total of three body paragraphs. In the whole-by-whole method, you would write about all three aspects for each separate text. Again, you would have three body paragraphs, but all of the aspects would be covered in each one. This is the most difficult method because you have to use strict parallel structure. How you phrase the concept in the first paragraph is how you need to phrase it in the other paragraphs. I highly recommend the point-by-point method. Also, don’t forget: do not summarize or retell the story of each book in your paper. Assume that the reader of your paper has some background knowledge of each text.
Finally, you end with a strong conclusions. Conclusions are very difficult to write. We have been taught to just restate what we’ve already said, but this is juvenile. Summarize your paper briefly without repeating yourself. Then end with a “so what” statement. This gives your readers a reason why it is important to understand your paper.
After you finish your conclusion, you are NOT finished! You must go back and revise. We are all guilty of being lazy with this step. However, be sure to go back through and check for mechanics, grammar, and spelling. Most importantly, however, check to make sure every point you make reflects back to your thesis statement. Then you can have a fellow peer check over your paper for any errors you missed.