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One of the most important ways they do this is through dress.This is how we show the world who we are, particularly in an environment where we are forced to be quiet for 90% of the day. If students are forced to wear uniforms, their ability to express themselves will be severely limited.Every introductory paragraph should begin with an attention catcher.
Likewise, writers need to explain what their evidence shows to make the connection.
Don’t make the readers draw their own conclusions; that’s your job.
Topic sentences clearly state the purpose of the paragraph.
Each body paragraph should begin with a topic sentence.
Each body paragraph should focus on one argument, called the main point.
Though I encourage my students to have three body paragraphs, it is certainly possible to write a successful essay with more or fewer body paragraphs. Each body paragraph should have one clearly stated main point that is expressed in the topic sentence of the paragraph.Write topic sentences that are clear, direct, and upfront about your purpose.Example Notice that this example has two parts: the non-emboldened text restates the thesis of the essay and the bold text is the main point.While it is generally not required, previewing the main points shows readers that the paper has been thoughtfully composed rather than free formed.When I teach persuasive writing, we often devote the entire first week to the introductory paragraph because I believe that if a student can write a good introductory paragraph, then he or she can write a strong persuasive essay.That is to say, they put the support next to the main point but don’t clearly explain the relation between the two or they connect.The analogy I use to explain this is that of the prosecutor in a criminal case: the attorney doesn’t just say, “There were some blood drops in the defendants car,” and then end his argument. The prosecutor must explain what the evidence shows.These thought stems are something like training wheels for writing: once students learn to write they won’t need to them; but when they are first learning, students can learn to better sequence and develop their support by using thought stems.With a little bit of practice, students can use these thought stems to better explain and support their arguments.I keep a large poster with these thought stems in my classroom and I title it “The Elabor-8.” Making the connection is when the last sentence in a body paragraph connects the support back to the main point.My students generally do pretty well at coming up with main points and creating support, but they often fail to connect the two.