Date post: 2017-10-13 10:35
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The Ending or Summary Paragraph
This is a difficult paragraph to write effectively.
You cannot assume that the reader sees your point
This post is comes at such a good time. And I could have written much it myself! I am actually in the midst of ditching the 5-paragraph essay with my ninth graders. I 8767 ve tried to transition using a classical argument arrangement: intro, narration, confirmation, refutation, conclusion. I have found that this arrangement is more flexible and is reflected in much of real-world writing (like this post, for example!).
The third paragraph of the body should include the weakest argument, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should contain the reverse hook, which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this essay. This hook also leads into the concluding paragraph.
The second paragraph of the body should include the second strongest argument, second most significant example, second cleverest illustration, or an obvious follow up the first paragraph in the body. The first sentence of this paragraph should contain the reverse hook, which ties in with the transitional hook at the end of the first paragraph of the body. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the third paragraph of the body.
Standardized testing has only compounded the problem. By its very definition, to standardize means to make something conform, to make homogenous. And since what gets tested gets taught, all originality, creativity, and authenticity has been sucked out of student writing to standardize it for an exam.
Of course it's rudimentary. It's a starting point to help students organize their thoughts in a coherent fashion. Starting points by definition are rudimentary. It's what the student does next that makes the difference.
Some of the life events are easily to be forgotten while others remain so fresh in the brain as if they happened the previous day. Embarrassing moment is that time when one wishes the earth could develop an opening and swallow him or her. The discomfort felt within those few minutes are felt as if it are stand still,
!st - a clarification of a badly worded statement in my last post. I meant to say that we should worry less about the type of format used and more on the end product achieving its goal.
One of the worst outcomes of the 5 paragraph approach is that it pounds the voice out of the text, even for the better writers. All the essays sound alike, as if the teacher could shuffle them and assign them to random students.
We must approach writing as a generative process. The first sentence generates the second, which generates the third, in a logical chain. Teaching paragraphing should be delayed. It is easy to teach students to recognize paragraph breaks later on.
Any classroom teacher who has experimented with quick-writes will recognize the benefit of this approach and the authenticity of the voices heard in each text.
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