Today’s Objectives 10/8/2013 You will be able:

1. Today’s Objectives 10/8/2013 You will be able: Understand the proper elements of an effective paragraph/essay HOMEWORK: Complete Organizer

2. Writing Strong Paragraphs The Significant Parts of an Essay

3. MLA Formatting Reed A. Lot Miss Philipp English I Honors 20 September 2013 • Top Left: • Writer’s full name • Teacher’s name • Class • Date

4. Top Right: • Writer’s last name • Page number • No comma needed between the two! Reed A. Lot Lot 1 Miss Philipp English I Honors 20 September 2013

5. Title: • Centered • Creatively address topic and subject of essay • Do not: bold, underline, italicize, or change size Heading Header Title Goes Here

6. Reed A. Lot Lot 1 Miss Philipp English I Honors 20 September 2013 Title Goes Here Here is my general statement about my topic. From here, I say some more stuff, then I funnel to the thesis statement. A topic sentence goes here. I support my arguments in this paragraph and I include analysis. • Type • Double-space • 12 point font • Legible, standard font • Times New Roman • 1 inch margins • Indent paragraphs • **For our paragraph we are only focusing on body paragraphs do not look at introduction notes!

7. Elements of a Paragraph • Topic Sentence • Transitions/Background information • Supporting Example(s) • Analysis • Closing Sentence

8. Topic Sentence • Supporting Examples • Conclusion • will always establish topic of paragraph; provides reader with focus • if within an essay – relates back to thesis statement • if within an essay – transitions from previous paragraph

9. Each supports topic sentence and thesis • Includes internal transitions leading from one example to the next • Incorporates direct evidence from text in the form of a quotation • Includes analysis of evidence • Explains HOW direct evidence proves topic sentence and thesis • Topic Sentence • Supporting Example(s) • Closing sentence

10. relates to topic sentence • provides insight to the topic discussed if within a single paragraph • If within an essay – relates back to thesis • if within an essay – does not preview the next paragraph • Topic Sentence • Supporting Examples • Closing Sentence

11. Examples of Topic Sentences • Example Thesis Statement: In “The Most Dangerous Game” the mood of suspense is shown through the tropical night, Zaroff’s chateau, and the fight in the bedroom. • Topic Sentence for Body Paragraph 1: The suspenseful mood is illustrated through the image of the dark, tropical night. • Topic Sentence for Body Paragraph 2: In addition to the imagery of the tropical night, Zaroff’s chateau also helps to emphasize the mood of suspense. Remember! • Will always establish topic of paragraph; provides reader with focus • if within an essay – relates back to thesis statement • if within an essay – transitions from previous paragraph

12. Developing Examples • Drawn from conclusions gained from text or story • Come from the ideas generated from the reader • Should not be repeated or redundant but distinctive Some ideas that we came up with from our themes are…

13. Incorporating Direct Evidence • Borrowed from text • Must be quoted exactly as is written • Including punctuation • Includes “lead-in” and analysis – THINK BURGER! Cite using parenthetical citations • Author’s last name • Page number

14. Examples of Direct Evidence & Citations Citation using author’s name, page # • While Rainsford is on the boat, he attempts “[…to] peer through the dank tropical night that was palpable as it pressed its thick warm blackness upon the yacht” (Connell 5).

15. Lead-ins & Analysis Examples: • When Zaroff does this he says, “…quote goes here...”(author #). • When Rainsford jumps from the ship, he is described as “…quote goes here...”(author #). • Lead-ins • Necessary to provide smooth transition • Includes context • If the quote is spoken in the text, the speaker must be identified.

16. Analysis • Final component for quote incorporation • Offers an explanation of HOW quote supports topic sentence and connects to the thesis • EXAMPLE: While Rainsford is on the boat, he attempts “to peer through the dank tropical night that was palpable as it pressed its thick warm blackness upon the yacht” (Connell 5). The author’s use of the words “dank,” “palpable,” and “pressed” help to emphasize the suffocation the characters feel. The word dank gives one a feeling of a heavy wetness, which would then weigh on the characters. Something that is palpable can be touched, and therefore, if the air is pressing on the characters, they would feel suffocated.

17. Analysis continued… • On one side of Zaroff’s chateau, the sea is described as “lick[ing] greedy lips in the shadows” (Connell 7). The personifcation of the sea helps to add suspense because it emphasizes that Rainsford’s only option is the chateau; both the jungle and the sea threaten death.

18. Closing Sentence • Remember- • relates to topic sentence • provides insight to the topic discussed if within a single paragraph • If within an essay – relates back to thesis • if within an essay – does not preview the next paragraph • Example Thesis Statement: In “The Most Dangerous Game” the mood of suspense is shown through the tropical night, Zaroff’s chateau, and the fight in the bedroom. • Topic Sentence for Body Paragraph 1: The suspenseful mood is illustrated through the image of the dark, tropical night. • Closing Sentence for Body Paragraph 1: The feeling of suffocation as well as the inability to see through the night air helps to build the suspense of the story. Avoid: “In conclusion…” and “As you can see…”

19. Grammar & Mechanics • Present tense • Third person • Spell check • Avoid excessive pronoun usage • Use the apostrophe to mark possession  The author wants readers to reconsider how jealousy rules their lives.  The author wants readers to reconsider how jealousy rules their lives.  The teecher wantzstoodentz to be smart and use spehl check.  Julie borrowed Meghan’s necklace because she wanted to look good for her husband. She is a shallow person.

20. Do: • Pay attention to sentence structure • Vary sentence lengths • Pay attention to comma placement and other punctuation • Write complete sentences

21. Avoid: • then • now • that • it • get or got  • starts to (as a phrase) • As you can see, Overall, In Conclusion • run on and fragment sentences

22. Today’s Objectives 10/8/2013 You will be able: Understand the construction and necessary elements of a funnel introduction & funnel conclusion HOMEWORK: Complete Organizer for tomorrow and staple thesis handout on top Paper due TUESDAY!

23. YOUR JOB FOR TODAY • PULL OUT YOUR NOTES SECTION • ANY QUESTIONS FROM YESTERDAY? • HAVE I CHECKED ALL THESIS STATEMENTS? • LET’S TALK ABOUT FUNNEL INTRODUCTIONS AND CONCLUSIONS!!!!

24. Today’s Objectives October 10th, 201310/8/2013 You will be able: Understand the construction and necessary elements of a funnel introduction & funnel conclusion HOMEWORK: Works cited! & Paper due TUESDAY!

25. YOUR JOB FOR TODAY • PULL OUT YOUR NOTES SECTION • Let me quickly clarify from yesterday • Paragraph you brought in and the elements • LET’S TALK ABOUT FUNNEL INTRODUCTIONs AND CONCLUSIONS!!!!

26. FUNNEL INTRODUCTION General Statement: Broad statement that reflects argument/topic 1 sentence Linking Sentences: Explain/provide more information on general statement 2-3 sentences Introduction to author and novel: 1-2 sentences Background information: Specific information from novel that relates to thesis statement 2-3 sentences Thesis statement: I sentence – YOUR ARGUMENT

27. FUNNEL CONCLUSION: Do not summarize, but develop the key points of your theme • Reword thesis • I sentence • Sum up major topics of essay • 2-4 sentences • Refer back to general statement • 1-2 sentences • Lasting impression – do not be cliché’

28. Today’s Objectives October 11th, 201310/8/2013 You will be able: Understand the purpose and format of a works cited page 3rd: funnels 7th: body paragraph elements HOMEWORK: Paper due TUESDAY!