1. Conclusions and Conclusions

2. Warm Up:Please attempt to answer without using notes. • 1. What are the 3 parts of a Controlling Idea? • 2. How many sentences should a controlling idea be? • 3. Define the term alliteration. • 4. Define the term allusion. • 5.Define the term kenning.

3. CCGPS • ELACC11-12L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

4. CCGPS • ELACC11-12L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

5. CCGPS • ELACC11-12W1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

6. CCGPS • ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

7. CCGPS • ELACC11-12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

8. Essential Questions • Why are effective introductions and conclusions important in a persuasive essay?

9. Introduction to Introductions • Purpose… • Tells the reader where you are going and invites him/her to come with you! • Catch the reader’s interest • Clearly describe the controlling idea of the essay • Inform of the order of support for the controlling idea • Think of a sale at the mall… • Attract customers with a huge, colorful sign • Lure customers into the store • Sales people then try to push more expensive items on the customer • Three parts of an introduction: • Lead • Tie-In • Controlling Idea

10. Lead • Grab your reader’s attention and make them want to read further! • Should function like bait for a fish. • Options for successful leads: • Statement of your position on the topic • Problem or riddle • Surprising statistic or fact • Shocking question • Brief anecdote • Impactful quotation • Catchy remark • General, thought-provoking statement

11. Tie-In • Once you have your reader’s attention with your lead, you need to draw his or her attention to the controlling idea of your essay. • Assume that your reader knows NOTHING about the topic you are writing about. • Include any of the following: • Historical/global/real-world context • Necessary details • Important definitions • Concessions to the other side • Impactful examples • Avoid repeating any examples that you will discuss in your body paragraphs --- Topic sentences should function like an umbrella. • 4-5 sentences

12. Controlling Idea • End your introduction with your controlling idea. • Should be single, complete sentence with 3 points.

13. Introduction Blunders! • Bland Questions • “What is…?” • “Who says…?” • “How would you like it if…?” • “What would happen if…?” • “Have you ever…?” • Dictionary Definitions. • “Webster’s dictionary defines _____ as…” • Sweeping Generalities. • “Since the beginning of time…” • “Society has always been…” • “Across the country/world/globe…”

14. Class Practice.

16. Essay Conclusions • Purpose of conclusions • Brings a logical ending to an essay. • Lets your reader know that he or she has reached the essays end. • Leaves your reader with a final thought to ponder. • Never leave without saying good-bye!

17. Essay Conclusions (cont.) • Effective ways to write a conclusion • Acknowledge the opposition, even mentioning a point of agreement. • Comment on the reasons why your approach is better • Leave the reader with a specific action to do or thought to ponder.

18. Paragraph Conclusions • Conclusion sentences: • Bring closure to the paragraph • May suggest what action the reader should take. • May serve as a link to the next paragraph.

19. Paragraph Conclusions • Research papers also allow the student to develop in the area of responsibility. As a great deal of the research will be conducted outside of the classroom, the student must develop a conducive system of time management in order to ensure that they remain on pace to have a finished product by the due date. In addition, students must also independently identify sources and materials to be utilized for research without the supervision of the teacher. In a classroom environment, the instructor is primarily responsible for the management of time and the distribution of instruction and materials. As the instructor is often absent from the research environment, the student is now responsible for making important decisions regarding time management and the acquisition of knowledge.

20. Example • Research papers are very beneficial to the development of productive students. While they are extremely tedious in terms of time necessary for their completion and critiquing, the independence given to students during the assignment allows for the student to develop a sense of responsibility while allowing them to freely express their ideas through choosing sources of information. In addition, students are able to receive feedback through the submission of rough drafts to the instructor as well as through peer-editing workshops. Turning in rough drafts guarantee that while freedom is given for the work period, students will never feel as if they are lacking structure or guidance towards creating an effective essay. Through the assignment of research papers, students are able to take a giant step towards becoming more independent and rational thinking young adults.