Description
1) Please review these handouts and videos.
Each body paragraph must contain:
Topic Sentence – (what the paragraph will argue and how it supports the thesis)
Evidence – present textual evidence (in MLA format)
Unpack the Evidence – “what this means” – let the audience know what this evidence is about – clearly
Discussion – How What Why this evidence is important to the claim made in the topic sentence and how it clearly supports the claim made in the thesis
2) Watch video clip and choose one main claim/point the main speaker makes and agree or disagree
Clip from the show The West WingLinks to an external site.
Be sure to clearly indicate the claim
Use an example from the speech (paraphrase is ok)
What/Why/How you agree or disagreeBody Paragraph Structure
A strong body paragraph explains, proves, and/or supports your paper’s
argumentative claim (Thesis).
TOPIC SENTENCE:
Depending on the prompt, these may be either a claim made by the
author, or it may indicate a rhetorical strategy you plan to evaluate.
•
Encapsulates and organizes an entire paragraph.
•
When creating a topic sentence, ask yourself what‟s going on in your paragraph.
•
Why is the paragraph important in the context of your argument or thesis
statement? What point are your trying to make?
•
It should be noted that relating your topic sentences to your thesis helps strengthen
the coherence of your essay.
•
•
Do not forget that your topic sentence should do more than just establish a
connection between your paragraph and your thesis.
Use a topic sentence to show how your paragraph contributes to the development of
your argument
EXPLAIN YOUR TOPIC SENTENCE:
•
Your topic sentence may require further explanation? If so, add another 1-2
sentences explaining your topic sentence here.
INTRODUCE YOUR EVIDENCE:
•
Academic papers require students to integrate evidence (often quotes, but it can
also include statistics, figures, common sense examples, etc.) to support the
claim(s) made in the paragraph and/or the paper as a whole.
o RWS used MLA format
o MLA In-Text Citation Link
•
When including evidence, make sure it is integrated smoothly into the text of the
paper. Readers should be able to move from your words to your evidence without
feeling a logical or mechanical jolt.
INSERT YOUR EVIDENCE:
•
When introducing quotes, always a) identify the source and b) summarize to
provide context.
•
Many terms may be used to introduce quoted material:
o
o
o
o
o
asserts, believes, claims, comments, confirms, declares, defines, describes,
explains, indicates, makes clear, proposes, etc. However, these terms are
not interchangeable. Make your choice based on your meaning.
Example #1: All of us know the grammar of our own language because, as
Robert C. Pooley writes, “grammar is the structure: the observation of what
people do when they use English words in discourse” (95).
Always introduce a source (Avoid beginning a sentence).
Example 2: The author asserts, “XXXXXXX” (Smith 2).
Example #3: Smith supports this with, “XXXXXXX” (2).
INDICATE THE RHETORICAL STRATEGY THIS EVIDENCE REPRESENTS
•
If the prompt asks for the rhetorical strategy to be identified and analyzed, this is a
good place to present it.
•
By introducing it before the analysis, you have the opportunity to include its use in
your analysis
UNPACK YOUR EVIDENCE:
•
Explain what the quote means and why its important to your argument.
•
This demonstrates that you know what the author is saying.
•
Often 1-2 sentences tops (unless you evidence is particularly long or complicated
that is).
ANALYZE AND EXPLAIN YOUR EVIDENCE:
•
No matter how good your evidence is, it won‟t help your argument much if your
reader doesn‟t know why it‟s important. Ask yourself: HOW/WHY?WHAT does this
evidence do to prove the point you are trying to make in this paragraph and/or your
paper as a whole?
•
Remember: There is no use of personal pronouns in rhetorical analysis and no
opinions
o Avoid: I think this is right because…
o Use: This evidence is effective to the audience because…
INSERT A TRANSITION SENTENCE:
End your paragraph with a transition sentence.
Body Paragraph Structure
A strong body paragraph explains, proves, and/or supports your paper’s
argumentative claim (Thesis).
TOPIC SENTENCE:
Depending on the prompt, these may be either a claim made by the
author, or it may indicate a rhetorical strategy you plan to evaluate.
•
Encapsulates and organizes an entire paragraph.
•
When creating a topic sentence, ask yourself what‟s going on in your paragraph.
•
Why is the paragraph important in the context of your argument or thesis
statement? What point are your trying to make?
•
It should be noted that relating your topic sentences to your thesis helps strengthen
the coherence of your essay.
•
•
Do not forget that your topic sentence should do more than just establish a
connection between your paragraph and your thesis.
Use a topic sentence to show how your paragraph contributes to the development of
your argument
EXPLAIN YOUR TOPIC SENTENCE:
•
Your topic sentence may require further explanation? If so, add another 1-2
sentences explaining your topic sentence here.
INTRODUCE YOUR EVIDENCE:
•
Academic papers require students to integrate evidence (often quotes, but it can
also include statistics, figures, common sense examples, etc.) to support the
claim(s) made in the paragraph and/or the paper as a whole.
o RWS used MLA format
o MLA In-Text Citation Link
•
When including evidence, make sure it is integrated smoothly into the text of the
paper. Readers should be able to move from your words to your evidence without
feeling a logical or mechanical jolt.
INSERT YOUR EVIDENCE:
•
When introducing quotes, always a) identify the source and b) summarize to
provide context.
•
Many terms may be used to introduce quoted material:
o
o
o
o
o
asserts, believes, claims, comments, confirms, declares, defines, describes,
explains, indicates, makes clear, proposes, etc. However, these terms are
not interchangeable. Make your choice based on your meaning.
Example #1: All of us know the grammar of our own language because, as
Robert C. Pooley writes, “grammar is the structure: the observation of what
people do when they use English words in discourse” (95).
Always introduce a source (Avoid beginning a sentence).
Example 2: The author asserts, “XXXXXXX” (Smith 2).
Example #3: Smith supports this with, “XXXXXXX” (2).
INDICATE THE RHETORICAL STRATEGY THIS EVIDENCE REPRESENTS
•
If the prompt asks for the rhetorical strategy to be identified and analyzed, this is a
good place to present it.
•
By introducing it before the analysis, you have the opportunity to include its use in
your analysis
UNPACK YOUR EVIDENCE:
•
Explain what the quote means and why its important to your argument.
•
This demonstrates that you know what the author is saying.
•
Often 1-2 sentences tops (unless you evidence is particularly long or complicated
that is).
ANALYZE AND EXPLAIN YOUR EVIDENCE:
•
No matter how good your evidence is, it won‟t help your argument much if your
reader doesn‟t know why it‟s important. Ask yourself: HOW/WHY?WHAT does this
evidence do to prove the point you are trying to make in this paragraph and/or your
paper as a whole?
•
Remember: There is no use of personal pronouns in rhetorical analysis and no
opinions
o Avoid: I think this is right because…
o Use: This evidence is effective to the audience because…
INSERT A TRANSITION SENTENCE:
End your paragraph with a transition sentence.
Thesis Statements and Topic Sentences
A thesis driven essay is comprised of an initial thesis statement that establishes a claim or argument, and
ensuing topic sentences that support and develop that claim. Ideally, a reader would be able to read only
the thesis statement and topic sentences of your text, and still be able to understand the main ideas and
logical progression of your argument.
What is a Thesis Statement?
• A thesis statement asserts the main claim or argument of your paper.
• A thesis statement also often previews the structure of the rest of the essay in a way that corresponds with the body paragraphs (see example C).
• A strong thesis statement makes a complex and unique argument that someone could reasonably
object to; the rest of the essay should then defend that argument.
»» For instance, “Andrew Carnegie was extremely wealthy” is not a sufficiently insightful thesis statement because it is neither complex nor objectionable.
Where are They Located?
• Thesis statements often appear as the last sentence/s of your introductory paragraph or section. **
• A thesis statement can appear as one sentence (see examples C and D) or several sentences (see
examples A and B); this is dependent on the requirements of your rhetorical context.
** Note: these are general guidelines for constructing a strong thesis statement and topic
sentences in a thesis driven essay; always refer to your assignment or sample text from
your field for specific expectations about the role and placement of a thesis statement.
WHAT IS A TOPIC SENTENCE?
• A topic sentence is the first sentence of a paragraph that signals to the reader what the paragraph’s main idea will be.
• Topic sentences should:
»» relate back to the argument of the thesis;
»» concisely summarize the key idea of the paragraph;
»» can even contain key words from the thesis statement.
TOPIC SENTENCES AND COMPREHENSION
• Topic sentences can help you with paragraph cohesion. Each paragraph should have one unique
main idea that develops a facet of the thesis statement, and that main idea should be unified in
one paragraph – not spread throughout the essay.
• Topic sentences have been shown to help readers recall the content of the text because they
prepare readers for the ensuing ideas of the paragraph.
• Topic sentences often follow the “old/new contract” (see handout) and link back to what was established in the previous paragraph.
See D’Angelo, Frank J. “The Topic Sentence Revisited.” College Composition and Communication 37.4 (1986): 431-441.
Example A
On one level, Ondaatje’s “The Cinnamon Peeler” shows a man who desires total ownership and possession of a
woman, while at the same time it seems to suggest that this desire is an impossible fantasy. The poem implies that
lust is neither as powerful nor all-encompassing as it might first seem.
Example B
Teaching Intelligent Design is poor curriculum and potentially destructive to our nation’s schools and children. Children would suddenly be unprotected from the law retaining the separation of church and state, be introduced to a
fact-free discipline that bases itself in faith instead of factual science, and be subjected to even more curriculum in
an already jam-packed schedule.
Example C
Thesis Statement:
Andrew Carnegie’s (A) contributions to U.S. manufacturing, personal financial success,
and philanthropy often overshadow (B) the tense working conditions, (C) poor wages, and
(D) strained labor relations between the steel magnate and the people whose hard work
enabled him to spend lavishly.
Topic Sentence A:
Andrew Carnegie’s innovative approach to steel production helped him amass an unprecedented personal fortune from which he could pursue many philanthropic endeavors.
Topic Sentence B:
Those things for which he is best known [old], however, often overshadow the tense working conditions that his workers had to endure [new].
Topic Sentence C:
In addition to tense working conditions [old], Carnegie has been criticized for paying his
workers inadequate wages [new].
Topic Sentence D:
Low wages and harsh working conditions [old] strained labor relations between Carnegie
and the people whose hard work enabled him to spend lavishly on philanthropy [new].
Example D
Stigmatization of the mentally ill is caused by the public’s belief in myths about the dangerousness of the mentally
ill, and exposing those myths can reduce stigmatization.
If you are having trouble constructing a thesis statement or topic sentences, make an appointment at the
Global Communication Center and a tutor will assist you.
Purchase answer to see full
attachment
![Description
1) Please review these handouts and videos.
Each body paragraph must contain:
Topic Sentence – (what the paragraph will argue and how it supports the thesis)
Evidence – present textual evidence (in MLA format)
Unpack the Evidence – “what this means” – let the audience know what this evidence is about – clearly
Discussion – How What Why this evidence is important to the claim made in the topic sentence and how it clearly supports the claim made in the thesis
2) Watch video clip and choose one main claim/point the main speaker makes and agree or disagree
Clip from the show The West WingLinks to an external site.
Be sure to clearly indicate the claim
Use an example from the speech (paraphrase is ok)
What/Why/How you agree or disagreeBody Paragraph Structure
A strong body paragraph explains, proves, and/or supports your paper’s
argumentative claim (Thesis).
TOPIC SENTENCE:
Depending on the prompt, these may be either a claim made by the
author, or it may indicate a rhetorical strategy you plan to evaluate.
•
Encapsulates and organizes an entire paragraph.
•
When creating a topic sentence, ask yourself what‟s going on in your paragraph.
•
Why is the paragraph important in the context of your argument or thesis
statement? What point are your trying to make?
•
It should be noted that relating your topic sentences to your thesis helps strengthen
the coherence of your essay.
•
•
Do not forget that your topic sentence should do more than just establish a
connection between your paragraph and your thesis.
Use a topic sentence to show how your paragraph contributes to the development of
your argument
EXPLAIN YOUR TOPIC SENTENCE:
•
Your topic sentence may require further explanation? If so, add another 1-2
sentences explaining your topic sentence here.
INTRODUCE YOUR EVIDENCE:
•
Academic papers require students to integrate evidence (often quotes, but it can
also include statistics, figures, common sense examples, etc.) to support the
claim(s) made in the paragraph and/or the paper as a whole.
o RWS used MLA format
o MLA In-Text Citation Link
•
When including evidence, make sure it is integrated smoothly into the text of the
paper. Readers should be able to move from your words to your evidence without
feeling a logical or mechanical jolt.
INSERT YOUR EVIDENCE:
•
When introducing quotes, always a) identify the source and b) summarize to
provide context.
•
Many terms may be used to introduce quoted material:
o
o
o
o
o
asserts, believes, claims, comments, confirms, declares, defines, describes,
explains, indicates, makes clear, proposes, etc. However, these terms are
not interchangeable. Make your choice based on your meaning.
Example #1: All of us know the grammar of our own language because, as
Robert C. Pooley writes, “grammar is the structure: the observation of what
people do when they use English words in discourse” (95).
Always introduce a source (Avoid beginning a sentence).
Example 2: The author asserts, “XXXXXXX” (Smith 2).
Example #3: Smith supports this with, “XXXXXXX” (2).
INDICATE THE RHETORICAL STRATEGY THIS EVIDENCE REPRESENTS
•
If the prompt asks for the rhetorical strategy to be identified and analyzed, this is a
good place to present it.
•
By introducing it before the analysis, you have the opportunity to include its use in
your analysis
UNPACK YOUR EVIDENCE:
•
Explain what the quote means and why its important to your argument.
•
This demonstrates that you know what the author is saying.
•
Often 1-2 sentences tops (unless you evidence is particularly long or complicated
that is).
ANALYZE AND EXPLAIN YOUR EVIDENCE:
•
No matter how good your evidence is, it won‟t help your argument much if your
reader doesn‟t know why it‟s important. Ask yourself: HOW/WHY?WHAT does this
evidence do to prove the point you are trying to make in this paragraph and/or your
paper as a whole?
•
Remember: There is no use of personal pronouns in rhetorical analysis and no
opinions
o Avoid: I think this is right because…
o Use: This evidence is effective to the audience because…
INSERT A TRANSITION SENTENCE:
End your paragraph with a transition sentence.
Body Paragraph Structure
A strong body paragraph explains, proves, and/or supports your paper’s
argumentative claim (Thesis).
TOPIC SENTENCE:
Depending on the prompt, these may be either a claim made by the
author, or it may indicate a rhetorical strategy you plan to evaluate.
•
Encapsulates and organizes an entire paragraph.
•
When creating a topic sentence, ask yourself what‟s going on in your paragraph.
•
Why is the paragraph important in the context of your argument or thesis
statement? What point are your trying to make?
•
It should be noted that relating your topic sentences to your thesis helps strengthen
the coherence of your essay.
•
•
Do not forget that your topic sentence should do more than just establish a
connection between your paragraph and your thesis.
Use a topic sentence to show how your paragraph contributes to the development of
your argument
EXPLAIN YOUR TOPIC SENTENCE:
•
Your topic sentence may require further explanation? If so, add another 1-2
sentences explaining your topic sentence here.
INTRODUCE YOUR EVIDENCE:
•
Academic papers require students to integrate evidence (often quotes, but it can
also include statistics, figures, common sense examples, etc.) to support the
claim(s) made in the paragraph and/or the paper as a whole.
o RWS used MLA format
o MLA In-Text Citation Link
•
When including evidence, make sure it is integrated smoothly into the text of the
paper. Readers should be able to move from your words to your evidence without
feeling a logical or mechanical jolt.
INSERT YOUR EVIDENCE:
•
When introducing quotes, always a) identify the source and b) summarize to
provide context.
•
Many terms may be used to introduce quoted material:
o
o
o
o
o
asserts, believes, claims, comments, confirms, declares, defines, describes,
explains, indicates, makes clear, proposes, etc. However, these terms are
not interchangeable. Make your choice based on your meaning.
Example #1: All of us know the grammar of our own language because, as
Robert C. Pooley writes, “grammar is the structure: the observation of what
people do when they use English words in discourse” (95).
Always introduce a source (Avoid beginning a sentence).
Example 2: The author asserts, “XXXXXXX” (Smith 2).
Example #3: Smith supports this with, “XXXXXXX” (2).
INDICATE THE RHETORICAL STRATEGY THIS EVIDENCE REPRESENTS
•
If the prompt asks for the rhetorical strategy to be identified and analyzed, this is a
good place to present it.
•
By introducing it before the analysis, you have the opportunity to include its use in
your analysis
UNPACK YOUR EVIDENCE:
•
Explain what the quote means and why its important to your argument.
•
This demonstrates that you know what the author is saying.
•
Often 1-2 sentences tops (unless you evidence is particularly long or complicated
that is).
ANALYZE AND EXPLAIN YOUR EVIDENCE:
•
No matter how good your evidence is, it won‟t help your argument much if your
reader doesn‟t know why it‟s important. Ask yourself: HOW/WHY?WHAT does this
evidence do to prove the point you are trying to make in this paragraph and/or your
paper as a whole?
•
Remember: There is no use of personal pronouns in rhetorical analysis and no
opinions
o Avoid: I think this is right because…
o Use: This evidence is effective to the audience because…
INSERT A TRANSITION SENTENCE:
End your paragraph with a transition sentence.
Thesis Statements and Topic Sentences
A thesis driven essay is comprised of an initial thesis statement that establishes a claim or argument, and
ensuing topic sentences that support and develop that claim. Ideally, a reader would be able to read only
the thesis statement and topic sentences of your text, and still be able to understand the main ideas and
logical progression of your argument.
What is a Thesis Statement?
• A thesis statement asserts the main claim or argument of your paper.
• A thesis statement also often previews the structure of the rest of the essay in a way that corresponds with the body paragraphs (see example C).
• A strong thesis statement makes a complex and unique argument that someone could reasonably
object to; the rest of the essay should then defend that argument.
»» For instance, “Andrew Carnegie was extremely wealthy” is not a sufficiently insightful thesis statement because it is neither complex nor objectionable.
Where are They Located?
• Thesis statements often appear as the last sentence/s of your introductory paragraph or section. **
• A thesis statement can appear as one sentence (see examples C and D) or several sentences (see
examples A and B); this is dependent on the requirements of your rhetorical context.
** Note: these are general guidelines for constructing a strong thesis statement and topic
sentences in a thesis driven essay; always refer to your assignment or sample text from
your field for specific expectations about the role and placement of a thesis statement.
WHAT IS A TOPIC SENTENCE?
• A topic sentence is the first sentence of a paragraph that signals to the reader what the paragraph’s main idea will be.
• Topic sentences should:
»» relate back to the argument of the thesis;
»» concisely summarize the key idea of the paragraph;
»» can even contain key words from the thesis statement.
TOPIC SENTENCES AND COMPREHENSION
• Topic sentences can help you with paragraph cohesion. Each paragraph should have one unique
main idea that develops a facet of the thesis statement, and that main idea should be unified in
one paragraph – not spread throughout the essay.
• Topic sentences have been shown to help readers recall the content of the text because they
prepare readers for the ensuing ideas of the paragraph.
• Topic sentences often follow the “old/new contract” (see handout) and link back to what was established in the previous paragraph.
See D’Angelo, Frank J. “The Topic Sentence Revisited.” College Composition and Communication 37.4 (1986): 431-441.
Example A
On one level, Ondaatje’s “The Cinnamon Peeler” shows a man who desires total ownership and possession of a
woman, while at the same time it seems to suggest that this desire is an impossible fantasy. The poem implies that
lust is neither as powerful nor all-encompassing as it might first seem.
Example B
Teaching Intelligent Design is poor curriculum and potentially destructive to our nation’s schools and children. Children would suddenly be unprotected from the law retaining the separation of church and state, be introduced to a
fact-free discipline that bases itself in faith instead of factual science, and be subjected to even more curriculum in
an already jam-packed schedule.
Example C
Thesis Statement:
Andrew Carnegie’s (A) contributions to U.S. manufacturing, personal financial success,
and philanthropy often overshadow (B) the tense working conditions, (C) poor wages, and
(D) strained labor relations between the steel magnate and the people whose hard work
enabled him to spend lavishly.
Topic Sentence A:
Andrew Carnegie’s innovative approach to steel production helped him amass an unprecedented personal fortune from which he could pursue many philanthropic endeavors.
Topic Sentence B:
Those things for which he is best known [old], however, often overshadow the tense working conditions that his workers had to endure [new].
Topic Sentence C:
In addition to tense working conditions [old], Carnegie has been criticized for paying his
workers inadequate wages [new].
Topic Sentence D:
Low wages and harsh working conditions [old] strained labor relations between Carnegie
and the people whose hard work enabled him to spend lavishly on philanthropy [new].
Example D
Stigmatization of the mentally ill is caused by the public’s belief in myths about the dangerousness of the mentally
ill, and exposing those myths can reduce stigmatization.
If you are having trouble constructing a thesis statement or topic sentences, make an appointment at the
Global Communication Center and a tutor will assist you.
Purchase answer to see full
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