Notes from Today's Lesson
General Paragraph Structure
Introduction
Introduces the topic and tone of the essay and should lead into the thesis statement. Since the thesis statement is the specific, central idea of the essay, it generally appears towards the end of the introduction, once the writer has introduced the topic and tone and grabbed the reader’s attention.
Body / Analysis
A body paragraph is a group of related sentences about a particular topic or idea directly relating to the thesis.
Conclusion
Restates the thesis and/or the main points from the paper.
Sentence Types
Thesis
controls the subject matter of the essay and states something significant to the reader. It is the one statement that summarizes the main point of the essay and states why the essay is important and worth reading.
Topic Sentence
A topic sentence generally appears early in a body paragraph (often the first or second sentence) and controls the paragraph. A topic sentence is like a mini thesis sentence for each paragraph and serves to unify the contents of the paragraph.
Supporting Sentence
A sentence that supports a statement or analysis with additional information, ideas, and / or examination
Bridging Sentence
Connects a simple sentence to an abstract sentence, vice-versa
Evidence
The literal material you are commenting on
Analytical Sentence
An examination of the evidence
Concluding Sentence
A sentence that wraps up the paragraph and ideas discussed in the paragraph and sets fourth a new idea to be discussed
Today's Materials
Today's Task - The Scrambled Paragraph:
Posted below are two paragraphs that I have scrambled out of the original order.
On a blog post I want you to:
1st - Arrange the paragraph into an order you believe is most effective.
2nd - Evaluate each sentence according to the "Uneven U" writing Model
A sample post might look as follows
1st Paragraph
1st - C. - Level 4
2nd. B. - Level 3
3rd D, - Level 2
4th A - Level 1
5th - F - Level 2
1st Paragraph
A. In a survey published by Farmers Insurance Group, 87% of those polled said that cell phones affect a driver’s ability, and 40% reported having close calls with drivers distracted by phones.
B. Expert testimony, public opinion, and even cartoons suggest that driving while phoning is dangerous.
C. Frances Bents, an expert on the relation between cell phones and accidents, estimates that between 450 and 1,000 crashes a year have some connection to cell phone use (Layton C9).
D. Many cartoons have depicted the very real dangers of driving while distracted (see fig. 1).
2nd Paragraph
A. The authors, Donald Redelmeier and Robert Tibshirani, studied 699 volunteers who made their cell phone bills available in order to confirm the times when they had placed calls.
B. Scientific research confirms the dangers of using phones while on the road.
C. The news media often exaggerated the latter claim (“similar to” is not “equal to”); nonetheless, the comparison with drunk driving suggests the extent to which cell phone use while driving can impair judgment.
D. We found that using a cellular telephone was associated with a risk of having a motor vehicle collision that was about about four times as high as that among the same drivers when they were not using their cellular telephones. This relative risk is similar to the hazard associated with driving with a blood alcohol level at the legal limit. (456)
E. The participants agreed to report any nonfatal collision in which they were involved.
F. In 1997 an important study appeared in the New England Journal of Medicine.
G. By comparing the time of a collision with the phone records, the researchers assessed the dangers of driving while phoning. The results are unsettling:
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