Paragraph Structure: Answer—Support--Meaning

1. Paragraph Structure: Answer—Support--Meaning For Short-Answer Questions And Body Paragraphs of Essays

2. Purpose The purpose of this lesson is to show how to structure a paragraph in a way that may be different from what you’re used to. It takes the introduction, body, conclusion organization you’re probably familiar with and specifies a way of focussing the content of a paragraph on supporting an argument.

3. There are different structures There are different ways of handling the introduction, body, and conclusion of a single paragraph.

4. Let’s start with a question to answer. What do the contrasting characteristics of Romeo and Tybalt symbolize?

5. introduction—body—conclusion Observation—observation--conclusion Romeo and his friends go to the Capulet masque where Romeo spots Juliet for the first time. He falls madly in love. Immediately, almost simultaneously, Tybalt lays eyes on Romeo and, furious that a Montague dares to attend a Capulet masque, gets his ire up. In essence, in a moment’s time, Romeo feels love and Tybalt feels anger. The compression of these events, Romeo’s pursuit of love juxtaposed with Tybalt’s pursuit of a fight, reveals that Romeo and Tybalt are symbolic contrasting characters. They are two young men in Verona who symbolize the contrast between two passions: love and hatred.

6. Not bad! What mark would you give that answer?

7. Observation—observation—conclusion These sentences describe the points in the plot leading up to the support. Romeo and his friends go to the Capulet masque where Romeo spots Juliet for the first time. He falls madly in love. Immediately, almost simultaneously, Tybalt lays eyes on Romeo and, furious that a Capulet dares to attend a Montague masque, gets his ire up. In essence, in a moment’s time, Romeo feels love and Tybalt feels angry. The compression of these events, Romeo’s pursuit of love juxtaposed with Tybalt’s pursuit of a fight, reveals that Romeo and Tybalt are symbolic contrasting characters. They are two young men in Verona who symbolize the contrast between two passions: love and hatred. This is the support for the answer. This is the answer to the question.

8. Fair enough! That was one way to do it: Observation—observation—conclusion Now here’s a different way…

9. What do the contrasting characteristics of Romeo and Tybalt symbolize? The contrast between Romeo and Tybalt, one’s propensity for love and the other’s propensity to fight, reveals a symbolic contrast between love and hatred. This symbolism is revealed during the masque scene when Shakespeare arranges two sightings, one right after the other: Romeo sees Juliet, and Tybalt sees Romeo. While Romeo’s desire is to love, Tybalt’s desire is to fight, to “quench the fire of [his] pernicious rage” with blood, so to speak, to recall the words of the Prince. The juxtaposition of these human impulses, love and hatred, is not the first revelation of this motif, though; it is evident in the very first scene which introduces hatred alongside love. The brawl between Montagues and Capulets is the hatred in society which becomes embodied in Tybalt when he thwarts efforts to stop the fighting and declares, “Peace! I hate the word.” Soon after, Shakespeare introduces Romeo—a man oblivious to the rage in society but tormented, instead, by love. Therefore, when the contrasting emotions of love and hatred emerge again during the masque scene in an even more compressed manner, the fact that the dichotomy is a recurring motif becomes clear. Through repetition and juxtaposition, then, Romeo and Tybalt become the embodiments of love and its enemy, hatred.

10. Different? The second one was, indeed, longer. Were there any other differences?

11. Location location location! One difference between the first answer and the second one is that the topic sentence in the first paragraph is at the bottom whereas the topic sentence of the second version is at the top!

13. The topic sentence • The topic sentence is at the top. • The topic sentence is the answer. • Since the answer is on the top, the sentences below it support it. • Each sentence in the body paragraph supports something that was said in the topic sentence. • Let’s look at the paragraph again. Look for things in EACH body sentence that supports something in the topic sentence.

14. Find a keyword in each body sentence that links it to the topic sentence. The contrast between Romeo and Tybalt, one’s propensity for love and the other’s propensity to fight, reveals a symbolic contrast between love and hatred. This symbolism is revealed during the masque scene when Shakespeare arranges two sightings, one right after the other: Romeo sees Juliet, and Tybalt sees Romeo. While Romeo’s desire is to love, Tybalt’s desire is to fight, to “quench the fire of [his] pernicious rage” with blood, so to speak, to recall the words of the Prince. The juxtaposition of these human impulses, love and hatred, is not the first revelation of this motif, though; it is evident in the very first scene which introduces hatred alongside love. The brawl between Montagues and Capulets is the hatred in society which becomes embodied in Tybalt when he thwarts efforts to stop the fighting and declares, “Peace! I hate the word.” Soon after, Shakespeare introduces Romeo—a man oblivious to the rage in society but tormented, instead, by love. Therefore, when the contrasting emotions of love and hatred emerge again during the masque scene in an even more compressed manner, the fact that the dichotomy is a recurring motif becomes clear. Through repetition and juxtaposition, then, Romeo and Tybalt become the embodiments of love and its enemy, hatred.

15. Here are the logical links. The CONTRAST between Romeo and Tybalt, one’s PROPENSITY for LOVE and the other’s PROPENSITY to FIGHT, reveals a SYMBOLIC CONTRAST between LOVE and HATRED. This symbolism is revealed during the masque scene when Shakespeare arranges two sightings, one right after the other: Romeo sees Juliet, and Tybalt sees Romeo. While Romeo’s desire is to love, Tybalt’s desire is to fight, to “quench the fire of [his] pernicious rage” with blood, so to speak, to recall the words of the Prince. The juxtapositionof these human impulses, love and hatred, is not the first revelation of this motif, though; it is evident in the very first scene which introduces hatredalongsidelove. The brawl between Montagues and Capulets is the hatred in society which becomes embodied in Tybalt when he thwarts efforts to stop the fighting and declares, “Peace! I hate the word.” Soon after, Shakespeare introduces Romeo—a man oblivious to the rage in society but tormented, instead, by love. Therefore, when the contrasting emotions of love and hatred emerge againduring the masque scene in an even more compressed manner, the fact that the dichotomy is a recurring motif becomes clear. Through repetition and juxtaposition, then, Romeo and Tybalt become the embodiments of love and its enemy, hatred.

16. These concepts are stated in the topic sentence and then supported throughout the paragraph. • The contrast • The motifs that are contrasted • The premise for contrast (commonality) • The symbolism

17. These are literary devices that support the idea that symbolism exists. • The juxtaposition that supports the argument that there is symbolism • The repetition that also supports the argument that there is symbolism

18. These are the references to the play that are used to support and illustrate the arguments. • Act 1 • The opening scene of the brawl • Tybalt’s declaration: “Peace, I hate the word” • The Prince’s complaint: “Beasts…that quench the fire of your pernicious rage with purple fountains issuing from your veins…” • Romeo’s delivery of Petrarchan lover’s complaint • Act 2 • Moment of Romeo’s sighting of Juliet followed by Tybalt’s sighting of Romeo.

19. The first paragraph provides a short narration containing details that arrive at the answer. It is shorter because it contains fewer points of support. It shows that the answer is true. The second is longer. It states the answer first and then defends the answer. It contains more points of support. It explains why and how the answer is true.

20. Therefore… • Not only does that push the limits of your comprehension and thinking, it lends itself to achieving better unity in your writing. Unity?

21. Unity Unity refers to the glue that holds ideas together. It is the logic that connects ideas. Let’s look at logical connections.

22. The question/answer connection. The point of contact between the question and your answer establishes coherence. Let’s look at the point of contact between the question and the answer again…

23. Question: What do the contrasting characteristics of Romeo and Tybalt symbolize?Answer #1: Romeo and his friends go to the Capulet masque where Romeo spots Juliet for the first time.

24. We’re focussing on the point of contact between the question and the answer. Now let’s try it the other way.

25. Question: What do the contrasting characteristics of Romeo and Tybalt symbolize?Answer #2: The contrast between Romeo and Tybalt, one’s propensity for love and the other’s propensity to fight, reveals a symbolic contrast between two opposing human impulses: love and hatred….

26. Difference The first one had a break in the logic that the rest of the paragraph had to recover. The second one answered the question right away.

27. Therefore… You need to become conscious of logical connections and your line of argument. This line needs to be logical; it needs to be solid and secure. Keep your eyes open and both hands on the pole!

28. Take a break. That was a lot to take in. • You’ve learned (or reviewed) that there are two ways to skin a cat. Ouch! Okay, there are at least two ways (There are more.) to organize a paragraph. • You’ve focussed your attentions on the point of contact between a question and answer. • You’ve learned or reviewed the issue of unity in writing. Let's come back in about three minutes.

29. You’re back! • Okay, let’s review…

30. The second one’s longer because it has a longer row to hoe. It begins where the first one leaves off! Romeo and his friends go to the Capulet masque where Romeo spots Juliet for the first time. He falls madly in love. Immediately, almost simultaneously, Tybalt lays eyes on Romeo and, furious that a Capulet dares to attend a Montague masque, gets his ire up. In essence, in a moment’s time, Romeo feels love and Tybalt feels angry. The compression of these events, Romeo’s pursuit of love juxtaposed with Tybalt’s pursuit of a fight, reveal that Romeo and Tybalt are symbolic contrasting characters. They are two young men in Verona who symbolize the contrast between two passions: love and hatred. The contrast between Romeo and Tybalt, one’s propensity for love and the other’s propensity to fight, reveals a symbolic contrast between love and hatred. This symbolism is revealed during the masque scene when Shakespeare arranges two sightings, one right after the other: Romeo sees Juliet, and Tybalt sees Romeo. While Romeo’s desire is to love, Tybalt’s desire is to fight, to “quench the fire of [his] pernicious rage” with blood, so to speak, to recall the words of the Prince. The juxtaposition of these human impulses, love and hatred, is not the first revelation of this motif, though; it is evident in the very first scene which introduces hatred alongside love. The brawl between Montagues and Capulets is the hatred in society which becomes embodied in Tybalt when he thwarts efforts to stop the fighting and declares, “Peace! I hate the word.” Soon after, Shakespeare introduces Romeo—a man oblivious to the rage in society but tormented, instead, by love. Therefore, when the contrasting emotions of love and hatred emerge again during the masque scene in an even more compressed manner, the fact that the dichotomy is a recurring motif becomes clear. Through repetition and juxtaposition, then, Romeo and Tybalt become the embodiments of love and its enemy, hatred. On this side, we have four sentences that want to support an answer that hasn’t happened yet.

31. Compare and contrast structure. This paragraph is figuring things out. BAM!

32. Both have their merits. • Both methods of developing your paragraphs have value in different contexts. They serve different purposes. • The first method takes steps towards a logical inference, a conclusion. • The second method starts at the conclusion, so to speak, supports it, and emphasizes it.

33. Next steps Write two paragraphs that answer a question posed by your teacher about the piece of literature you’re reading. • Write the first one using the first method described and illustrated in this lesson. • Write the second one using the second method described and illustrated in this lesson.