Beefing Up Your Body Paragraphs

1. Beefing Up Your Body Paragraphs The Bulk of Content

2. Basic Structure General Information (Introduction/Topic Sentence) Focused Detail(s) Support (Examples/Facts/ Anecdotes) Closing (Wrap Up) General Specific 2-3 vivid details, each followed by specific examples (snapshots)

3. The Meat of Your Essay • “Where’s the Beef?” Too much… Not enough…

4. Appetizer vs. Entrée • “Appetizers” leave you craving for more… • Example: (TS) Cleaning my room has taught me responsibility. (D1) Many of my friends have messy rooms. (EX1) When I stayed at my friend’s house, I could not believe the mess I saw there. There was no way I was sleeping on that floor. (C) So, I clean my room.

5. Appetizer vs. Entrée • “Entrées” give you a sense of satisfaction… • Example: (TS) Although cleaning my room can be a drag, it also teaches responsibility. (D1) Most of my friends have extremely messy rooms. (EX1) Last weekend, I stayed at my friend Susan’s house for a sleepover. While I had a great time, I was totally disgusted when she revealed that we would be sleeping on the floor in sleeping bags. With dirty clothes, crumpled papers, and leftovers scattered across the floor, I could barely take a step, let alone sleep in such filth. (D2) If her parents had taught her responsibility, her room would not be such a disaster area. (EX2) Every Friday night my parents do an “inspection” of my room. If I pass, freedom follows. If I fail, my plans for the weekend fly out the window. (C) Needless to say, that one simple chore, cleaning my room, has changed my perspective in numerous ways.

6. Quality over Quantity • Bare: Use of simple lists that focus on events or reasons. • Example: I like to go to school because it is fun.

7. Quality over Quantity • Extended: Use of information that begins to clarify meaning. • Example: I like to go to school because it is fun when the teacher allows us to do experiments with frogs.

8. Quality over Quantity • Layered: Use of a series of informational statements that collectively help to clarify meaning. • Example: I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kinds of food frogs like to eat by offering them flies, worms, and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.

9. Quality over Quantity • Elaborated: Use of additional details, anecdotes, illustration, and examples that further clarify meaning. Information, that answers the question, “What do you mean?” • Example: I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about frogs in books. Experiments allow us to have the fun of discovering for ourselves how far frogs can jump and what kinds of food frogs like to eat.

10. Putting it Together • Do NOT just throw your ideas together. • Create a flow by using transitions. • Comparing/Adding • Also • Another • Furthermore • Similarly • Just as • Showing Importance • Above all • First and foremost • To begin • Lastly • More importantly • Indicating Time • After • Gradually • Meanwhile • Next • Thereafter • Contrasting Ideas • On the other hand • Although • Even so • However • Nevertheless • Showing Cause/Effect • As a result • Consequently • Hence • Therefore • Thus • For Summary/Emphasis • Clearly • In summation • Without a doubt • As noted • In fact

11. Putting it Together • Correlative Conjunctions: Work in pairs to join words and groups of words of equal weight. • A.K.A. enfolding transitions • Examples: • Not only… but also • Both… and • Just as… so • Whether… or • Examples: • Not only do I enjoy writing, but I also love reading. • Whether I finish in first place or last place, I will run until I can no longer walk.

12. Now, You Try… • On a separate sheet of paper, select TWO different enfolding transitions to create sentences.

13. Putting it Together • Subordinating Conjunctions: Join two clauses together, as to make them grammatically depend on the other. • A fun way to remember just a few: • A - After • A- Although • A- As • W - When • W - While • U- Until • B- Because • B- Before • I - If • S - Since • Examples: • After I fell asleep, I began to dream a horrifying nightmare. • When Francis entered the cafeteria, the room fell silent. • If Helga wants a visa, she’s going to have to work for it.

14. Now, You Try… • On the same sheet of paper, write a sentence using FIVE of the AAAWWUBBIS words.

15. Let’s Try Putting it ALL Together • On a separate sheet of paper, select ONE of the topic sentences below. • With a partner, one at a time, you are going to add a sentence (detail/example) using the writing techniques provided. • Reading expands the imagination. • Attending college creates potential job opportunities. • Being a famous actor would allow me to be a role model.

17. So, Let’s Plan… • Using a Web Organizer, plot out your ideas, details, and supporting examples for the following prompt: Everyone has memories, whether from your childhood or from yesterday. Think about one of those memories, good or bad. Now, write to explain how this memory has impacted your life.