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The Deconstruction of a Body Paragraph

The Deconstruction of a Body Paragraph. The Topic Sentence. usually comes at the beginning of a paragraph; that is, it is usually the first sentence in a formal academic paragraph.   the most general sentence in a paragraph.  What does "most general" mean? 

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The Deconstruction of a Body Paragraph

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  1. The Deconstruction of a Body Paragraph

  2. The Topic Sentence • usually comes at the beginning of a paragraph; that is, it is usually the first sentence in a formal academic paragraph.   • the most general sentence in a paragraph.  What does "most general" mean?  • not many details in the sentence, but that the sentence introduces an overall idea that you want to discuss later in the paragraph. 

  3. What’s wrong with this? • My hometown is famous because it is located by Wheaton River, which is very wide, and because it is built near an unusually steep hill called Wheaton Hill. • Create a topic sentence .

  4. What’s wrong here? • There are two reasons why some people like to buy cars with automatic transmission and two reasons why others like cars with manual transmission. • Create a topic sentence

  5. Detailed, Supporting Sentences: My hometown, Wheaton, is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.

  6. What do you write about after the topic sentence?

  7. D.R.A.P.E.S! • D= • R= • A= • P= • E= • S=

  8. D=DIALOGUE • Use dialogue. Use a professional's opinion. This could be anyone, such asdoctor, your parents, or The President of the United States. You can use either a direct quote (i.e. "In a recent interview, Doctor Smith said 'Hats help prevent disease!'"), or reword the statement into the sentence (i.e. "Doctor Smith said that hats are good for people.") If you use a quote, be sure to put it in quotation marks.

  9. R=RHETORICAL QUESTION • Use rhetorical questions. These are questions which can make the reader think, but not one they have to answer, such as "How could someone refuse a free television?". The idea is the statement makes the reader think, and if it is at the beginning of an essay, they will probably want to read on. These are good to have in an introductory or conclusion paragraph.

  10. A=ANALOGIES • Use analogies. Use similes and metaphors to emphasize your point. A simile compares two things with "like" or "as", such as "The water is as clear as glass". A metaphor says that something is something else, such as "The mean dog is a demon". Think about SMOPAS, too. Onomatopoeia, personification and alliteration only enhance the quality of your writing.

  11. P=PERSONAL EXPERIENCE • Use a personal experience. Write about something that has happened to you that is related to the essay's main idea. For example, if you are writing about whydivorce is terrible, you might say that you had divorced parents, and this made you sad. The experience should be strong enough to bring the reader to agree with you.



  12. E=EXAMPLES • Use examples. Write examples of your position of the essay to make it look good, and use example which make opposing positions look bad, especially in a persuasive essay. Examples and personal experiences often are written together.

  13. S=STATISTICS • Use statistics. Use percentages and ratios to support your position. Remember to tell where these statistics came from. For example: "According to a recent poll by students at Harvard, hats are 16% more popular than watches on campus."

  14. Identify the……..

  15. Why are details important to the paragraph?

  16. Now, your turn! • Look at your tic,tac,toe and create a graphic organizer that includes d r a smop a s e s

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