What do you remember about introductions and conclusions from previous years?

1. What do you remember about introductions and conclusions from previous years? Entry Task 10/17/2013

2. A Level 3: presents thesis/position. Effectively uses one or more of the introduction strategies. Engages the reader. Gives a sense of direction. A Level 2: may only state main points or restate prompt. May attempt one or more of the introduction strategies. Does not attempt to engage the reader. Limited sense of direction. When I score your intros

3. Introductory Paragraph • Do not start with the thesis. • The introduction LEADS to the thesis, so the thesis comes last. THESIS

4. Parts of an Intro Paragraph • Hook/Intro strategy. • Transitioning • Thesis Statement

5. Intro Strategy • Question: Ask an interesting question. • At what point should parents be expected to stop infringing on a child’s human rights? • Would you confiscate a child’s voice simply because the cost to encourage it would affect your budget? • Background: present background information to set up the topic. • Since the days of oral story telling, authors have used their stories and characters to either present their views of love, or how love should be experienced.

6. Intro Strategy • Correction: Tell your reader that you are going to correct a common misconception. • Although many students believe they will never be able to make much of a difference in their community, they will realize eventually that when enough people work together, change is possible. • Fact: Start with a fact that relates to your subject. • Despite popular belief, the majority of teenagers are well behaved and caring people who consistently work to create change in their world.

7. Transitioning to thesis • This is just a couple of sentences that help you move from the hook to the thesis statement. • You do not want to just use an intro strategy and then immediately state your thesis. It causes an abrupt transition and leaves the reader confused as to the connection.

8. Example Introduction • Since the days of oral story telling, authors have used their stories and characters to present their views of love, or how love should be experienced.Early Victorian literature often portrayed the idyllic love and romance; Gothic literature often presented the darker views of love, while modern romance novels present the views of love through independence and strength.A recently released series by Stephanie Meyer portrays an unusual love between a human teenaged girl and a vampire. However, unlike many other love stories, the codependent relationship depicted in the Twilight series suggests the unhealthy and dangerous message that true love is obsessive and all consuming.

9. Level 3 conclusion: provides a strong wrap-up that effectively connects to the thesis and body of paper, more than a summary. Effectively uses at least one or more of the conclusion strategies. Level 2 conclusion: is limited to summarizing; may attempt one or more of the conclusion strategies. Conclusion: Rubric says

10. A strong wrap up • Do not restate what you have already said. • Do not bring in more evidence. • Wrap up your argument in one- two concise and effective statement(s).

11. Conclusion Strategies • a quotation/dialogue – using the exact words of an expert or conversation • Erich Fromm said “the danger of the past was that men became slaves; the danger of the future is that man may become robots”, and by taking away the arts, and music in our schools, we are one step closer to this statement becoming true. • an anecdote/scenario – a short description of a situation or story that reiterates or illustrates the point • So again, imagine happy, content students, all working together harmoniously and productively. This can all come to fruition if you put my idea into effect.

12. a prediction – a statement of what may result from the situation discussed in the writing • It is easy to predict that once you put these ideas into effect, you will not only see an increase in the graduation rate, you will also see a positive change in the school environment and within the classroom. • a question – asking a question as a means to stimulate further thought for the reader • Ask yourself this: would you prefer to focus on disciplining students, or on teaching and guiding students to become better people and citizens?

13. a call to action – asking the reader to take an action as a result of the points in the writing • Do the right thing and vote down this purposed legislation! • Connection to the broader- how can your idea be connected to other areas of life? • a response to a “so what?” question – an explanation of why the points made are important.

14. Can you identify the conclusion strategies? • The popularity of this series among teenage girls makes the positive presentation of an obsessive and co-dependent relationship that much more dangerous. A teenage girl is at the point in her life where she is trying to figure out what she wants in a partner. When faced with these unhealthy messages during this time of development, the potential for believing and altering herself to fit this new- no matter how inaccurate- “expectation” of love is strong. So it is imperative that parents and other role models present healthier examples to counteract the desirable, but dangerous, view of romance they are bombarded with through these novels.