For teachers

1. For teachers This plan can be adapted for any use

2. Compare/contrast Follow the same procedure through • Beginning with a c/c question e.g. Is it better to live completely in the adopted culture or to try to live in both? • Firm up an answer • Then decide upon a pattern to plan your body paragraphs. It will be one of two: A1,B1,C1 – When each body paragraph concentrates on only one criterion and speaks about it exhaustively, giving the positive, the negative and the balanced view which encompasses both, e.g. The security of keeping to one’s own ways Or A1,A2,A3 B1,B2,B3– When each body paragraph has evidence for perhaps three criteria to be compared, e.g. exploring new foods, attending festivals, and accepting that this is where you actually live.

3. Compare/contrast • Criteria for choosing body paragraphs are the same. • When brainstorming body paragraphs it will be necessary to fit the S,E and E into the patterns. • If the class is big enough, two versions can be chosen to work through to performance; one from pattern #1 or #2 • The conclusion also begins with the thesis statement and reminds the reader of the arguments made. • The introduction likewise finishes with the thesis statement N.B. It is fun to have the same intro and conclusion for both patterns and it shows students that either pattern is a real choice. • Organisation again is the same but for two sets of people, on for each pattern. • Criteria for organisation is the same. • Each pattern can then perform their essays and reflect on process and pattern

4. Expository • The process is identical until order of body paragraphs • Here, the criteria for order of body paragraphs is sequential and logical, adding to strong argument.

5. Commentary • Can be chronological or thematic depending upon the piece. i.e. poetry lends itself to chronological throughout the piece; although not exclusively. • It is fun to have students take a particular element of literary practice i.e. imagery, tone etc. and build a paragraph around it. • Decisions on order of body paragraphs are crucial and provoke important discussions about what suits best and what sounds best.

6. Response to literature • Depending upon the question these essays can be c/c, argumentative, or persuasive. • Elements of commentary can be used also as students become more familiar with paragraphs written in that form. • Building body paragraphs in these essays requires more extensive treatment of quotations and an extra step can be written in before ordering body paragraphs to facilitate this.

7. Response to literature • The extra step would come before the body paragraph slide, would be titled “Steps to a body paragraph”, and would be shaped thus: • Write a paragraph using your statement and choose appropriate quotations from the text to support it. Try to introduce the quotation as smoothly into the paragraph as possible and remember to use only those words which best support what your statement is saying. Another step needs adding here: • Now choose from the quotation sentences the best/ smoothest ways to introduce quotations • Then proceed to finishing the body paragraphs in the usual way.

8. Enjoy essays in movement