Opening and Concluding Paragraphs First Impressions and Final Thoughts WS 4. Produce clear and coherent writing in which the development, organization,

Opening and Concluding Opening and Concluding ParagraphsParagraphs

First ImpressionsFirst Impressions

andand

Final ThoughtsFinal Thoughts

WS 4. Produce clear and coherent writing in which the development, WS 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.organization, and style are appropriate to task, purpose, and audience.

First Paragraphs First Paragraphs Response to LiteratureResponse to Literature

ATTENTION GRABBERNext two (at least) sentences must be background about

the novel/play or topic

Attention GrabberAttention GrabberStrategiesStrategies

• 1. The Outside Connection1. The Outside Connection

• 2. The Global Statement2. The Global Statement

• 3. Using a Quote3. Using a Quote

• 4. An Anecdote4. An Anecdote

• 5. The Straw Man5. The Straw Man

• 6. The Dramatic Fact.6. The Dramatic Fact.

Wait? Isn’t there one missing? Wait? Isn’t there one missing?

What about using a Question?What about using a Question?• DON’T DO THIS - EVER!DON’T DO THIS - EVER!

• Usually the question is not answeredUsually the question is not answered

• Sometimes it even includes second person:Sometimes it even includes second person:

• Ex: Have you ever wondered what it would Ex: Have you ever wondered what it would be like to be lonely? In be like to be lonely? In Of Mice and MenOf Mice and Men……

• Also, do not use a command: Also, do not use a command:

Imagine, being the only one left on earth.Imagine, being the only one left on earth.

Strategy #1: Strategy #1: The Outside ConnectionThe Outside Connection

• Starts with broad statement about a theme that relates to your thesis

• Give example from literature, author’s life, or other history that relates to this theme.

• Don’t connect to pop culture or anything that seems out of character

• Transition into your thesis clearly to avoid confusing the reader.

The Outside ConnectionExample:

The Outside ConnectionExample:

The mentor archetype spans from Greek epics to modern novels.

The mentor archetype spans from Greek epics to modern novels. In To Kill a Mockingbird by Harper Lee, Scout matures into a well-rounded young woman due to the influence of several guiding figures.

In To Kill a Mockingbird by Harper Lee, Scout matures into a well-rounded young woman due to the influence of several guiding figures. In This Other Novel, Mentor teaches Protagonist that…

In This Other Novel, Mentor teaches Protagonist that…

Broad ThemeBroad Theme

TransitionTransition

ThesisThesis

Strategy #2: Global Statement

Strategy #2: Global Statement

• Start with a broad statement and then narrow toward your thesis.

• Similar setup to Outside Connection.

• Very versatile – works in a variety of situations.

• Don’t be too broad or vague.

• Start with a broad statement and then narrow toward your thesis.

• Similar setup to Outside Connection.

• Very versatile – works in a variety of situations.

• Don’t be too broad or vague.

Global StatementGlobal StatementExample:Example:

Global StatementGlobal StatementExample:Example:

• For generations, parents, religion, and schools have had a monopoly on morality.

• For generations, parents, religion, and schools have had a monopoly on morality. From these three sources, children traditionally acquired their ideas about what is right and wrong, which goals are important in life, and how other should be treated.

From these three sources, children traditionally acquired their ideas about what is right and wrong, which goals are important in life, and how other should be treated. Today, the media has become another powerful force influencing young people.

Today, the media has become another powerful force influencing young people. Television is implanting in children negative values about sex, work, and family life.Television is implanting in children negative values about sex, work, and family life.

BroadBroad

NarrowingNarrowing

More NarrowingMore Narrowing

ThesisThesis

Strategy #3: Using a QuoteStrategy #3:

Using a Quote

• Always include a lead (TLQ) into the quote as well as a citation.

• Avoid quoting the literature that the essay will be about – quote a famous speaker or another novel.

• Always include a lead (TLQ) into the quote as well as a citation.

• Avoid quoting the literature that the essay will be about – quote a famous speaker or another novel.

Using a QuoteUsing a QuoteExample:Example:

Using a QuoteUsing a QuoteExample:Example:

Noted philosopher Aristotle once said, “Man, when perfected, is the best of animals, but when separated from law and justice, he is the worst of all.”

Noted philosopher Aristotle once said, “Man, when perfected, is the best of animals, but when separated from law and justice, he is the worst of all.”

Lead intoQuote

Lead intoQuote

TransitionTransition

ThesisThesis

Without societal controls that regulate behavior, there is nothing in this world more dangerous than human beings. In William Golding’s novel Lord of the Flies, the schoolboys on the island have been released from the tether of civilization and are about to discover their own propensity for evil.

Without societal controls that regulate behavior, there is nothing in this world more dangerous than human beings. In William Golding’s novel Lord of the Flies, the schoolboys on the island have been released from the tether of civilization and are about to discover their own propensity for evil. The worst of them is Jack, the head choir boy, who changes from… The worst of them is Jack, the head choir boy, who changes from…

Strategy #4: Anecdote

Strategy #4: Anecdote

• A brief story that relates to your thesis, no more than a few sentences.

• Unless it’s a personal essay, no first person.

• A brief story that relates to your thesis, no more than a few sentences.

• Unless it’s a personal essay, no first person.

Using an AnecdoteUsing an AnecdoteExample:Example:

Using an AnecdoteUsing an AnecdoteExample:Example:

• At a Michigan high school, the student body At a Michigan high school, the student body nominated Whitney Kropp, an awkward nominated Whitney Kropp, an awkward sophomore, for Homecoming Court. Without sophomore, for Homecoming Court. Without considering the humiliation that she might feel or considering the humiliation that she might feel or how the town would react, Whitney’s classmates how the town would react, Whitney’s classmates congratulated themselves not only on their sense of congratulated themselves not only on their sense of humor but their ability to pull off a coordinated humor but their ability to pull off a coordinated prank.prank.

• At a Michigan high school, the student body At a Michigan high school, the student body nominated Whitney Kropp, an awkward nominated Whitney Kropp, an awkward sophomore, for Homecoming Court. Without sophomore, for Homecoming Court. Without considering the humiliation that she might feel or considering the humiliation that she might feel or how the town would react, Whitney’s classmates how the town would react, Whitney’s classmates congratulated themselves not only on their sense of congratulated themselves not only on their sense of humor but their ability to pull off a coordinated humor but their ability to pull off a coordinated prank.prank. The students’ actions illustrate the cruelty The students’ actions illustrate the cruelty that a large group can inflict on a single, that a large group can inflict on a single, vulnerable individual. In William Golding’s Lord vulnerable individual. In William Golding’s Lord of the Flies, the schoolboys, stranded on a of the Flies, the schoolboys, stranded on a deserted island, prey upon Piggy, who has been deserted island, prey upon Piggy, who has been made a scapegoat for many of the same reasons.made a scapegoat for many of the same reasons.

The students’ actions illustrate the cruelty The students’ actions illustrate the cruelty that a large group can inflict on a single, that a large group can inflict on a single, vulnerable individual. In William Golding’s Lord vulnerable individual. In William Golding’s Lord of the Flies, the schoolboys, stranded on a of the Flies, the schoolboys, stranded on a deserted island, prey upon Piggy, who has been deserted island, prey upon Piggy, who has been made a scapegoat for many of the same reasons.made a scapegoat for many of the same reasons.

AnecdoteAnecdote

TransitionTransition

ThesisThesis Piggy discovers that…Piggy discovers that…

Strategy #5: Straw Man

Strategy #5: Straw Man

• Begin with an idea that is the

opposite of your true position.

Then prove it wrong.

• Be sure to clearly transition from the false idea to your true position!

• Begin with an idea that is the

opposite of your true position.

Then prove it wrong.

• Be sure to clearly transition from the false idea to your true position!

Using Straw ManUsing Straw ManExample:Example:

Using Straw ManUsing Straw ManExample:Example:

• People hear a great deal about divorce’s People hear a great deal about divorce’s disastrous impact on children. They are bombarded disastrous impact on children. They are bombarded with advice on how to make divorce as painless as with advice on how to make divorce as painless as possible for their offspring, and numerous possible for their offspring, and numerous heartbreaking stories about the confused, grieving heartbreaking stories about the confused, grieving children of divorced parents abound. Little children of divorced parents abound. Little attention has been paid, however, to a different attention has been paid, however, to a different effect that divorce may have on young people, for effect that divorce may have on young people, for children of divorced parents may become skilled children of divorced parents may become skilled manipulators, playing off one parent against the manipulators, playing off one parent against the other, worsening an already painful situation. In other, worsening an already painful situation. In Making Them PayMaking Them Pay, a novel by…, a novel by…

• People hear a great deal about divorce’s People hear a great deal about divorce’s disastrous impact on children. They are bombarded disastrous impact on children. They are bombarded with advice on how to make divorce as painless as with advice on how to make divorce as painless as possible for their offspring, and numerous possible for their offspring, and numerous heartbreaking stories about the confused, grieving heartbreaking stories about the confused, grieving children of divorced parents abound. Little children of divorced parents abound. Little attention has been paid, however, to a different attention has been paid, however, to a different effect that divorce may have on young people, for effect that divorce may have on young people, for children of divorced parents may become skilled children of divorced parents may become skilled manipulators, playing off one parent against the manipulators, playing off one parent against the other, worsening an already painful situation. In other, worsening an already painful situation. In Making Them PayMaking Them Pay, a novel by…, a novel by…

FalseFalseTo To TrueTrue

FalseFalseTo To TrueTrue

FalseFalseFalseFalse

Strategy #6: Strategy #6: Dramatic Fact or StatisticDramatic Fact or Statistic

Strategy #6: Strategy #6: Dramatic Fact or StatisticDramatic Fact or Statistic

• Works best on research papers, persuasive Works best on research papers, persuasive essays, etc.essays, etc.

• Not very useful for response to literature.Not very useful for response to literature.

• Be sure to have a reputable source and cite it.Be sure to have a reputable source and cite it.

• Works best on research papers, persuasive Works best on research papers, persuasive essays, etc.essays, etc.

• Not very useful for response to literature.Not very useful for response to literature.

• Be sure to have a reputable source and cite it.Be sure to have a reputable source and cite it.

Using Dramatic FactUsing Dramatic FactExample:Example:

Using Dramatic FactUsing Dramatic FactExample:Example:

In a poll conducted by columnist Ann In a poll conducted by columnist Ann Landers, seventy percent of the respondents stated Landers, seventy percent of the respondents stated that, if they could live their lives over, they would that, if they could live their lives over, they would choose not to have children. This startling statistic choose not to have children. This startling statistic makes one wonder what kind of experience these makes one wonder what kind of experience these people thought parenthood would be. Though people thought parenthood would be. Though parents want their children to share their values, parents want their children to share their values, follow their paths, and succeed where they failed, follow their paths, and succeed where they failed, most parents also have unrealistic expectations for most parents also have unrealistic expectations for their children. In their children. In My Daughter, the Rocket My Daughter, the Rocket ScientistScientist, the autobiography of…, the autobiography of…

In a poll conducted by columnist Ann In a poll conducted by columnist Ann Landers, seventy percent of the respondents stated Landers, seventy percent of the respondents stated that, if they could live their lives over, they would that, if they could live their lives over, they would choose not to have children. This startling statistic choose not to have children. This startling statistic makes one wonder what kind of experience these makes one wonder what kind of experience these people thought parenthood would be. Though people thought parenthood would be. Though parents want their children to share their values, parents want their children to share their values, follow their paths, and succeed where they failed, follow their paths, and succeed where they failed, most parents also have unrealistic expectations for most parents also have unrealistic expectations for their children. In their children. In My Daughter, the Rocket My Daughter, the Rocket ScientistScientist, the autobiography of…, the autobiography of…

Finish your Thesis Statement Finish your Thesis Statement before you attempt your before you attempt your

Attention Grabber. Attention Grabber. Then, think backwardThen, think backward..

Does your thesis remind you of Does your thesis remind you of something, spark an idea?something, spark an idea?

Which strategy will work best? Which strategy will work best?

Finish your Thesis Statement Finish your Thesis Statement before you attempt your before you attempt your

Attention Grabber. Attention Grabber. Then, think backwardThen, think backward..

Does your thesis remind you of Does your thesis remind you of something, spark an idea?something, spark an idea?

Which strategy will work best? Which strategy will work best?

RESPONSE TO LITERATURE

•Lead the reader from your attention grabber to your THESIS STATEMENT.

•For an essay about a piece of literature, write 2 sentences about the literature and/or the author.

•End your Essay Introduction with your THESIS STATEMENT.

•That’s a total of at least 4 sentences.

Concluding ParagraphsConcluding Paragraphs

Final ThoughtsFinal Thoughts

Concluding ParagraphConcluding ParagraphConcluding ParagraphConcluding Paragraph• Restate thesis in different words.Restate thesis in different words.• Reflect upon or extend what was already stated in the Reflect upon or extend what was already stated in the

body of the essay or the hook.body of the essay or the hook.• Make predictions about the topic.Make predictions about the topic.

• Restate thesis in different words.Restate thesis in different words.• Reflect upon or extend what was already stated in the Reflect upon or extend what was already stated in the

body of the essay or the hook.body of the essay or the hook.• Make predictions about the topic.Make predictions about the topic.

Then…Then…Then…Then…

Concluding ParagraphConcluding ParagraphConcluding ParagraphConcluding Paragraph• Restate thesis in different words.Restate thesis in different words.• Reflect upon or extend what was already stated in the Reflect upon or extend what was already stated in the

body of the essay or the hook.body of the essay or the hook.• Make predictions about the topic.Make predictions about the topic.• Include a universal statement, like a reverse global Include a universal statement, like a reverse global

statement.statement.• Last sentence should be insightful.Last sentence should be insightful.

• Restate thesis in different words.Restate thesis in different words.• Reflect upon or extend what was already stated in the Reflect upon or extend what was already stated in the

body of the essay or the hook.body of the essay or the hook.• Make predictions about the topic.Make predictions about the topic.• Include a universal statement, like a reverse global Include a universal statement, like a reverse global

statement.statement.• Last sentence should be insightful.Last sentence should be insightful.

Concluding ParagraphConcluding ParagraphLast SentenceLast Sentence

Concluding ParagraphConcluding ParagraphLast SentenceLast Sentence

The last sentence is largely dependent The last sentence is largely dependent on the hook in the opening paragraph. on the hook in the opening paragraph. Imagine this is your VEHICLE. Try to Imagine this is your VEHICLE. Try to exit the same car in which you started exit the same car in which you started your journey.your journey.

Final ThoughtsFinal ThoughtsFinal ThoughtsFinal Thoughts

THINK about what you WRITE!THINK about what you WRITE!

• That means if it sounds lame, don’t write it!That means if it sounds lame, don’t write it!

• Does what you wrote add value?Does what you wrote add value?

• Does it relate directly back to the thesis?Does it relate directly back to the thesis?

• Does it relate to the topic sentence?Does it relate to the topic sentence?

• Is the topic sentence arguable?Is the topic sentence arguable?

THINK about what you WRITE!THINK about what you WRITE!

• That means if it sounds lame, don’t write it!That means if it sounds lame, don’t write it!

• Does what you wrote add value?Does what you wrote add value?

• Does it relate directly back to the thesis?Does it relate directly back to the thesis?

• Does it relate to the topic sentence?Does it relate to the topic sentence?

• Is the topic sentence arguable?Is the topic sentence arguable?

Final Thoughts:Final Thoughts:

• Too much of ANYTHING gets BORING.Too much of ANYTHING gets BORING.

• That means the same word, phrasing, That means the same word, phrasing, sentence beginning, hook, TLQ, or anything sentence beginning, hook, TLQ, or anything else for that matter.else for that matter.

• Variety is the key.Variety is the key.

• Too much of ANYTHING gets BORING.Too much of ANYTHING gets BORING.

• That means the same word, phrasing, That means the same word, phrasing, sentence beginning, hook, TLQ, or anything sentence beginning, hook, TLQ, or anything else for that matter.else for that matter.

• Variety is the key.Variety is the key.

THE MOST IMPORTANT THE MOST IMPORTANT WRITING RULE!WRITING RULE!

THE MOST IMPORTANT THE MOST IMPORTANT WRITING RULE!WRITING RULE!

REWRITEREWRITEREWRITEREWRITE

For More Writing Info…For More Writing Info…For More Writing Info…For More Writing Info…

• Check out Check out The Elements of StyleThe Elements of Style by Strunk by Strunk and White. It is a 90 page book that and White. It is a 90 page book that provides a great foundation for college-provides a great foundation for college-level writing expectations.level writing expectations.

• Check out Check out The Elements of StyleThe Elements of Style by Strunk by Strunk and White. It is a 90 page book that and White. It is a 90 page book that provides a great foundation for college-provides a great foundation for college-level writing expectations.level writing expectations.

CLASS ASSIGNMENTCLASS ASSIGNMENTCLASS ASSIGNMENTCLASS ASSIGNMENT1. In groups of four, you will be creating an

opening paragraph using one of the six strategies.

2. Working as a group, you will be given a thesis statement and you will do the rest.

3. Each group will recite their paragraph to the class. The class will “vote” and changes will be made.

4. Each group will write their finished paragraph in their journal.

1. In groups of four, you will be creating an opening paragraph using one of the six strategies.

2. Working as a group, you will be given a thesis statement and you will do the rest.

3. Each group will recite their paragraph to the class. The class will “vote” and changes will be made.

4. Each group will write their finished paragraph in their journal.

Attention GrabbersAttention Grabbers• 1. The Outside Connection1. The Outside Connection

• 2. The Global Statement2. The Global Statement

• 3. Using a Quote3. Using a Quote

• 4. An Anecdote4. An Anecdote

• 5. The Straw Man5. The Straw Man

• 6. The Dramatic Fact.6. The Dramatic Fact.

THESIS STATEMENTTHESIS STATEMENT

As chief of the tribe, Ralph is responsible As chief of the tribe, Ralph is responsible for Jack’s violent behavior because of his for Jack’s violent behavior because of his indecisiveness and his fear of losing control.indecisiveness and his fear of losing control.

Remember to include Remember to include the author, the book, the author, the book, and detail about the and detail about the book in the transition book in the transition sentences!sentences!