For this target, with ALL writing you will need to:

• Decide what you will use for the beginning, middle, and end of your piece

  1. 1. 1. • 1. • In formal writing, this could be the introduction, body (including ACED paragraphs), and conclusions

• Organize your writing, considering your topic, purpose, audience, and genre

  1. 1. 1. • 1. • This can be achieved by outlining

                  1. • You can see sample outlines and organizations of analytical and argumentative papers

• Structure your writing with the proper headings, breaks, and formatting considering the structural elements for the genre you are writing

• Choose and incorporate the appropriate claims, evidence, and conclusions for your topic and purpose

• Use transitions appropriately

Hook:

Engages the reader by using a real-world connection to your thesis that would relate to or interest most readers. Some good ways to do this are:

1. 1. 1. 1. • Anecdote: Brief narrative related to writing; can be true, ripped from the news headlines, or imagined story of your own creation.

            • Scenario: Tell audience to picture or imagine a particular situation; can be true or one invented to illustrate a point.

            • Surprising Statement: Statement that seems impossible or shocking but reveals important truth related to the subject of your writing.

            • Rhetorical Question: Ask series of significant questions related to topic. Your questions should NOT include the prompt/assignment itself!

            • Figurative Language: Comparison to something audience will understand using one of comparative literary devices. Do not use a cliché!

Introduce the topic:

Here, you need to incorporate details and background knowledge that will help your reader understand your argument or analysis. You should NOT include evidence for your claim here as you have NOT stated your claim yet.

1. 1. 1. 1. • Analysis: Introduce novel, author, concepts, or summarize important plot developments as necessary to understand your analysis.

            • Argument: Quickly summarize both sides of the debate, giving background knowledge as necessary; does NOT state side you are arguing.

Thesis Statement:

Located at the END of your introduction, your thesis is ONE sentence that focuses your argument or analysis and clearly states it for the reader using both identification and analysis. It should be well thought out and completed before beginning your draft. Use the thesis frames located in your planning packet for more information.

Together, the thesis statement and body compose the heart of your writing. The body is where you will make your supporting assertions and use research/textual evidence to reinforce your ideas. Each paragraph should have the following elements somewhere. Once you are a sophisticated writer, you can include these elements in the body and not follow such a strict structure.

A: Assertion

A 1-2 sentence statement that makes a claim in support of your thesis

• Contains a transitional word or phrase when needed

• Lets audience know what the paragraph will be about

• Includes concrete & abstract

• Direct and clearly worded

C: Citation

A quote, paraphrase, or summary from the text/research that reinforces your claim

• Specifically related to assertion

• No more than 1-2 sentences; no more than 20% of body paragraph

• "Sandwiched” to blend in with your own words

  • • • Introduce Citation: Give your audience just enough context to understand where the citation came from in the source. If this citation comes AFTER another idea, you will also need a TRANSITION here.

*Before Janie decided to leave her first husband, Hurston lets the reader in on Janie’s thoughts by writing, “Janie’s first dream was dead, so she became a woman” (Hurston 25). ***You may need to transition from one quote/idea to this one here***

• • • • Quote/Paraphrase/Summary: Include ONLY the part(s) that best support your assertion.

*Before Janie decided to leave her first husband, Hurston lets the reader in on Janie’s thoughts by writing, “Janie’s first dream was dead, so she became a woman” (Hurston 25).

• • • • MLA Parenthetical Citation: Include the author’s last name and page number from the source/text. Place the end punctuation OUTSIDE the closing parenthesis when your citation is at the end of a sentence.

*Before Janie decided to leave her first husband, Hurston reveals Janie’s thoughts by writing, “Janie’s first dream was dead, so she became a woman” (Hurston 25).

E: Explanation

Your own words that connect the citation back to the assertion & thesis; includes 2 parts: identification and analysis

• Includes identification of citation and connection to assertion/thesis

• Includes analysis of citation showing readers conclusions you drew about WHY it is important

• Should be about 2x the citations and make up more than 50% of the paragraph

S: Summarize

At least 1 sentence that recaps the assertion and transitions to the next paragraph

• Lets audience know that paragraph has come to a close

• Does NOT restate assertion word for word, but rather connects it to the thesis statement

Restate your thesis,

but do not use the same wording as in your introduction.

Review your main points.

Leave a lasting thought:

Your conclusion should not simply repeat or restate your thesis; it should amplify the thesis and leave your audience wanting more. Often amplification of the thesis is achieved using pathos. Here are some suggestions for effective conclusions:

1. 1. 1. • Revisit Opening: Remind the audience of your opening. For example, if you used an anecdote or scenario, show readers how the story can be different as a result of reading your writing. If you asked a series of rhetorical questions, answer them for the reader in your conclusion.

         • Amplify Thesis: Take your thesis and step it up a notch. Make it emotional. For example, in Shakespeare’s Julius Caesar, the character of Brutus makes a speech to the Roman citizens in defense of his killing Caesar. His thesis statement is: “If then that friend demand why Brutus rose against Caesar, this is my answer: Not that I loved Caesar less, but that I loved Rome more (Caesar Act II. scene ii. lines 47-49). Shakespeare amplifies Brutus’s thesis by writing: “…as I slew my best lover for the good of Rome, I have the same dagger for myself, when it shall please my countrymen to need my death” (Caesar Act II. scene ii. lines 83-85).

Why do English teachers always make us do this?

Outlining is not only a suggestion, it is essential for good writing. Many students believe that they understand their ideas enough to write without one, but then one of two things will happen: 1) they will figure out while writing that they did not understand it as much as they thought or 2) they will figure out nothing, and their writing will not be clear enough to follow.

Outlining allows you to do your thinking before writing. Your brain is a crazy place. Don’t just let reader’s loose in there. Writing is part of the learning process; you should be writing to learn, not learning to write. If you are doing this, your thoughts will be messy and it is necessary that you organize them first.

Sources: University of Washington Psychology Writing Center. University of Washington. 1997. http://cls.ccu.edu.tw/pdf/course/handout1.pdf. Accessed 13 Jun. 2017.

Outlining

Now that you have thought about these questions and done the necessary research, you need to outline. Consider that the traditional outline may not work for you. You are not going to outline every paragraph in a narrative, since they may not have the same structure. How would you even go about outlining a drama? Do poems need outlines?

This all seems too hard.

Should you even bother outlining? YES!

Why bother outlining fiction?

https://litreactor.com/columns/8-ways-to-outline-a-novel

• You reduce the amount of work you'll need to do during writing. By planning out ideas first, you can trim down the amount of time spent drafting.

• You give yourself a chance to spot potential roadblocks and plot holes. Since outlining gives you a broader view of the work, you may be able to identify story problems or areas that will require creative solutions. Even if outlining doesn't automatically solve these problems, it gives you some time to mull your solutions over prior to hitting the roadblocks.

• You can save yourself some hassle. When writing off the cuff, it's entirely possible to paint yourself into a corner. While this isn't a problem per se, it does require that you spend time painting yourself back out again. Outlining can help you eliminate this issue.

• You get the creative juices flowing. By starting to think about the various aspects of your story, you're jump-starting the creative processes. Even if you never refer to your outline again, your mind will be primed for writing.

• You get the chance to thread ideas through your piece. Outlining helps you choose ways to foreshadow, drop hints, or unify the theme in earlier parts of your work.

• Sandburg, Carl. “Grass.” Poetry Foundation. 2017. https://www.poetryfoundation.org/poems-and-poets/poems/detail/45034. Accessed 12 Jun. 2017.

• “Trains in Literature.” Railroad.net: The Railroad Network. 2011. Web. http://www.railroad.net/articles/topics/trains-in-literature.php. Accessed 12 Jun. 2017.

McNeill, William H. “Why Study History?” American Historical Association. 1985. https://www.historians.org/about-aha-and-membership/aha-history-and-archives/archives/why-study-history-(1985). Accessed 13 Jun. 2017.

Naseem, Saba. “How Much U.S. History Do Americans Actually Know? Less Than You Think.” Smithsonian. 28 May 2015. http://www.smithsonianmag.com/history/how-much-us-history-do-americans-actually-know-less-you-think-180955431/. Accessed 13 Jun. 2017.

Sandburg, Carl. “Grass.” Poetry Foundation. 2017. https://www.poetryfoundation.org/poems-and-poets/poems/detail/45034. Accessed 12 Jun. 2017.

“Should History Be Taught In Schools?” Debate.org. http://www.debate.org/opinions/should-history-be-taught-in-schools. Accessed 13 Jun. 2017.

Soboroff, Jacob. “If Students Fail History, Does it Matter?” CNN. 28, Jul. 2011. http://www.cnn.com/2011/US/07/26/education.history.soboroff/index.html. Accessed 13 Jun. 2017.

Think about the following changes. What is more impactful? How does the main idea change?

Transitions are important to consider in your writing. Good transitions help your audience follow your thought process and also show sound planning on your part. As a writer, you need to understand how all the pieces of your puzzle fit together and how/why your shifts occur. You want to consider the organization of your paper PRIOR to writing so your transitions seem natural. If you have a hard time adding them, you might find that your progression is not logical or throughout. Transitions need to be present ANYTIME you shift ideas or move to a new point.

For example:

Sally is a student in my class. Sally is a hard worker. Sally gets an A in my class.

• These sentences show three different ideas.

Sally is a student in my class. Notably, Sally is a hard worker. For this reason, Sally gets an A in my class.

• These sentences show how the transitions help show the relationship between these three different ideas.

Sally is a student in my class. On the other hand, Sally is a hard worker. Even so, Sally gets an A in my class.

• These sentences show how the transitions can HURT your ideas because the ones chosen do NOT show the relationship between these three different ideas.

Do you see how the transitions can make the meaning change?

Transitions usually occur at the beginning of a new body paragraph and inside body paragraphs as you compound your evidence. It is important to choose the right transition or it could throw off the meaning of your writing.

Look at the paragraphs below. Change the transitions underlined to see how the meaning changes.

(Does not need a transition because it is the first body paragraph) In the poem, Sandburg shows what he thinks of how current society disrespects history. When talking about the bodies of the dead, Sandburg repeats the phrases, “Shovel them under,” and, “Pile them high,” and questions the conductor with “What place is this?/ Where are we now?” (Sandburg). Using words like “shovel” and “pile” detach the reader, making them think more of dirt or meaningless things. This detachment mimics the views of society about history, that it is just something to learn, but not meaningful. The basic, elementary questions the passengers are asking also shows their ignorance to the historical significance of these locations. This literary example is also proven by “The 2014 National Assessment of Educational Progress (NAEP) report [that] found that only 18 percent of 8th graders were proficient or above in U.S. History and only 23 percent in Civics” (Naseem). This astonishingly low number shows the growing amount of ignorance about history. With ignorance comes detachment, and both in literature and in school, the idea that this generation is disconnected from their past repeats. We, as a generation and society, do not only disregard the past, but actively disrespect it, leading to ignorance.

Even despite this evidence, some question the validity of teaching history at all. CNN reported that, “Some wonder whether schools should focus on history at all, when the ability to recall historic facts or themes might not help students land certain jobs later on” (Soboroff). In fact, Debate.org shows 51% of people saying we should not learn history citing reasons such as: it does not help with their job, they will never use it, and it is too ancient (“Should”). To many, it does not seem applicable to be forced to take history in school. However, our jobs as American citizens are to be informed. Alexander Hamilton wrote, “A share in the sovereignty of the state, which is exercised by the citizens at large, in voting at elections is one of the most important rights of the subject, and in a republic ought to stand foremost in the estimation of the law” (Hamilton). The founding fathers expected the people to make decisions about the government, which in turn caused them to give the right to education. If a voter is not educated on the issues, how can he make the right decision? While many people think historical knowledge doesn’t affect their day to day life, they aren’t thinking about the politics, laws, societal norms, and other standards that they have a responsibility to give a voice on. Only by examining the mistakes of the past, can you see which way to lean in the future.