September 22 nd , 2014

1. September 22nd, 2014 You will be able to: Understand the significant and necessary elements of a paragraph Homework: Complete viewing of PowerPoint and note taking tonight

2. Writing Strong Paragraphs The Significant Parts of an Essay

3. MLA Formatting • Top Left: • Writer’s full name • Teacher’s name • Class • DUE Date ImaStoodent Ms. Philipp English I Honors 4 November 2009

4. Top Right: • Writer’s last name • Page number Stoodent1 ImaStoodent Ms. Philipp English I Honors 4 November 2009 HINT! Go to “insert page number” click “top of page” click “plain number 3” then type in your name in front of the number.

5. Title: • Centered • Creatively address topic and subject of essay • Do not: • bold, underline, italicize, or change size Stoodent1 ImaStoodent Ms. Philipp English I Honors 4 November 2009 Title Goes Here

6. ImaStoodentStoodent 1 Ms. Smith English I Honors 4 November 2009 Title Goes Here Here is my general statement about my topic. From here, I say some more stuff, then I funnel to the thesis statement. A topic sentence goes here. I support my arguments in this paragraph and I include analysis. • Type • Double-space • 12 point font • Legible, standard font • Times New Roman • 1 inch margins • Indent paragraphs

7. Parts of a paragraph… • Topic sentence • Background information • Lead in, quote, citation • Analysis (connection/explanation of importance) • Transition (transitional phrase) • Concluding sentence

8. Topic sentence • Must contain the main idea/ focus of your paragraph • Should let the reader be aware of what you plan to explain/prove • 1 sentence

9. Example: Topic Sentence • Example Thesis Statement: In “The Most Dangerous Game” the mood of suspense is shown through the tropical night, Zaroff’s chateau, and the fight in the bedroom. • Topic Sentence for Body Paragraph: The suspenseful mood is illustrated through the image of the dark, tropical night. Remember! • Will always establish topic of paragraph; provides reader with focus

10. Background Information • Needed information from work to “set up the scene” and move smoothly into supporting quote • This is not a space for unnecessary character traits or plot summary • 1-2 sentences & be specific

11. Developing Examples • Drawn from conclusions gained from text or story • Come from the ideas generated from the reader • Should not be repeated but distinctive

12. Lead-in, quote, citation& explanation • Top bun = lead-in • meat/fixings = quote • bottom bun = citation/explanation • Lead-in should transition smoothly (it should seem as if the quote was made for your paragraph). • Avoid phrases like “Steinbeck writes” and “the author says” in your lead-ins.

13. Lead-ins Examples: • When Zaroff does this he says, “…quote goes here...” • When Rainsford jumps from the ship, he is described as “…quote goes here...” Necessary to provide smooth transition • Includes context • If the quote is spoken in the text, the speaker must be identified.

14. Quote • A quotation does not have to be dialogue; oftentimes it will be a description of an image or a character – these allow for more analysis. • Make sure your quote is not repetitive of information you have already provided or will provide – it should emphasize the main idea and not repeat information • Example: While Rainsford is on the boat, he attempts to “peer through the dank tropical night that was palpable as it pressed its thick warm blackness upon the yacht”

15. Citation(s) • Not this: (32 Crutcher) • This: (Crutcher 32). • (Connell 5).

16. Analysis/Explanation • Offers an explanation of HOW the quote supports topic sentence • 3-4 sentences • EXAMPLE: While Rainsford is on the boat, he attempts “to peer through the dank tropical night that was palpable as it pressed its thick warm blackness upon the yacht” (Connell 5). The author’s use of the words “dank,” “palpable,” and “pressed” help to emphasize the suffocation the character feels. The word dank gives one a feeling of a heavy wetness, which would then weigh on the character. Something that is palpable can be touched, and therefore, if the air is pressing on the characters, they would feel suffocated.

17. Analysis continued… • On one side of Zaroff’s chateau, the sea is described as “lick[ing] greedy lips in the shadows” (Connell 7). The personification of the sea helps to add suspense because it emphasizes that Rainsford’s only option is the chateau; both the jungle and the sea threaten death.

18. Transition • Leading into the closing • Remind audience of what you set out to prove

19. Concluding sentence • The conclusion sentence includes loose rewording of the topic sentence without, review and insight, final comment on topic. • You want to end with that proving point

20. Concluding Sentence • Remember- • relates to topic sentence • provides insight to the topic discussed within a single paragraph • Example Thesis Statement: In “The Most Dangerous Game” the mood of suspense is shown through the tropical night, Zaroff’s chateau, and the fight in the bedroom. • Topic Sentence for Body Paragraph 1: The suspenseful mood is illustrated through the image of the dark, tropical night. • Closing Sentence for Body Paragraph 1: The feeling of suffocation as well as the inability to see through the night air helps to build the suspense of the story. Avoid: “In conclusion…” and “As you can see…”

21. Grammar & Style: Basic Checklist • Present tense • Third person • Spell check • Avoid excessive pronoun usage • Use the apostrophe to mark possession  The author wants readers to reconsider how jealousy rules their lives.  The author wants readers to reconsider how jealousy rules their lives.  The teecher wantzstoodentz to be smart and use spehl check.  Mme. Loisel borrowed Mme. Forestier’s necklace because she wanted to look good for her husband. She is a shallow person.

22. Do: • Pay attention to sentence structure • Vary sentence lengths • Pay attention to comma placement and other punctuation • Write complete sentences

23. Avoid: • then • now • that • it / thing • very • get or got • positive / negative; good / bad • starts to (as a phrase) • As you can see, Overall, In Conclusion • Utilize – implement “use” instead