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TOPIC SENTENCES

TOPIC SENTENCES. a.k.a. “Focus Sentence”. What a Topic Sentence is…. An indication of how the upcoming paragraph connects to the thesis/purpose of entire essay A transition from the “old” information to “new” information

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TOPIC SENTENCES

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  1. TOPIC SENTENCES a.k.a. “Focus Sentence”

  2. What a Topic Sentence is… • An indication of how the upcoming paragraph connects to the thesis/purpose of entire essay • A transition from the “old” information to “new” information • A “summary” of what the upcoming paragraph will present or argue (or both) • A debatable, opinion-based statement in the writer’s words

  3. What a Topic Sentence is NOT… • Factual information • Introduction of new evidence (this comes to support the Topic Sentence later in the paragraph) • A quotation or paraphrase (generally speaking, if your Topic Sentence requires an MLA citation, it is not the best Topic Sentence) • A question (again, generally)

  4. Food for Thought: Topic Sentences • Ideally if someone were to just read the topic sentences for your essay, they'd still understand your basic argument, even if they lacked the evidence to support it. • If you were to write out your THESIS and then all of the SUB-CLAIMS/ARGUMENTS you plan to discuss, each Topic Sentence should include ONE of those sub-claims/arguments. • When read in sequence, your essay's topic sentences will provide a sketch of the essay's argument. Thus topic sentences help protect your readers from confusion by guiding them through the argument.

  5. Topic Sentence: Important Info • The argument in your topic sentences should be as specific as possible. • Remember, you have the entire paragraph to give evidence such as quotes or paraphrases, so be specific without “showing your hand.”

  6. Sample #1 TOPIC SENTENCE: "The plays are each other's negatives in one other important way." - Does it make an argument? YES - Is it specific? NO. What is the “one other important way”? REVISION: “In both plays, knowledge is a curse; however, Cassandra is cursed by the knowledge of coming events, whereas Oedipus is cursed by knowledge of the past.” - Does it make an argument? YES - Is it specific? YES. The “important way” is one character’s knowledge of future, other’s knowledge of past. - NEXT LEVEL: Can you tell why it matters? NO REVISION 2: “The Oresteia and Oedipus Rex display fifth-century Athenians' crises over truth: both Cassandra and Oedipus knowledge is a curse, even if one knows the truth before it happens while the other must wait to have it revealed after the fact.” - Here, we have a specific argument given a context.

  7. Sample #2 TOPIC SENTENCE: “Both stories have tragedy; however, both treat them very differently with respect to thereactions of the characters.” - Topic Sentence is ok. It indicates that the two stories differ, but it doesn't tell us the specifics of how they differ or the significance of that difference.) REVISION: “Forrest Gump’s resilience in the face of tragedy devalues intelligence in the making of a “good man,” and Hamlet’s pathetic death reinforces the fact that smart men can sometimes lack the ability to endure and be “good.” - This topic is more specific about what makes Forrest Gump and Hamlet’s characteristics indicative of “goodness,” and why this matters.

  8. Longer, Better Sample (#3) • Topic sentences usually appear at the very beginning of paragraphs. In the following example from Anatomy of Criticism, Northrop Frye establishes the figure of the tragic hero as someone more than human, but less than divine. He backs up his claim with examples of characters from literature, religion and mythology whose tragic stature is a function of their ability to mediate between their fellow human beings and a power that transcends the merely human:

  9. Sample #3 • The tragic hero is typically on top of the wheel of fortune, half-way between human society on the ground and the something greater in the sky. Prometheus, Adam, and Christ hang between heaven and earth, between a world of paradisal freedom and a world of bondage. Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning: Milton's Samson destroys the Philistine temple with himself, and Hamlet nearly exterminates the Danish court in his own fall.

  10. Why is Sample #3 So Good? • The topic sentence makes an abstract point, and the rest of the paragraph elaborates on that point using concrete examples as evidence.

  11. How do I come up with a topic sentence? • What’s going on in your paragraph? - Why have you chosen to include this paragraph? - Where does this paragraph fit into the context? - What point are you trying to make? • Relating your topic sentences to your thesis can help strengthen the coherence of your essay. • Incorporate a keyword fromthesisinto the topic sentence. Do not be overly explicit when you echo the thesis statement. Better to be subtle rather than heavy-handed. • Use a topic sentence to show how your paragraph contributes to the development of your argument by moving it that one extra step forward. If your topic sentence merely restates your thesis, then either your paragraph is redundant or your topic sentence needs to be reformulated.

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