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Tucked away in the often-overlooked recesses of the Common Core State Standards, the Anchor Standards for Language includes a practical, if somewhat ambiguous Standard: Knowledge of Language L.3. Over the past decade, I’ve noted with interest that the educational community has cherry-picked certain Standards and ignored others.

As an author of numerous ELA curricula, I assumed that the initial focus (rightfully so) of district curriculum implementation would be the reading, writing, and math Standards. In my field, I decided to write in anticipation of the next focus area. I assumed that, for ELA, it would center on the Anchor Standards for Language. These Language Standards were quite revolutionary in some circles because the Common Core authors emphasized the direct instruction of grammar, usage, and mechanics. Furthermore, the authors provocatively addressed the issue of non-Standard English and seemed to swing the pendulum toward a traditional grammar approach. Think rules, correct and incorrect usage, and application.

Over the next two years I poured hours into the development of comprehensive grades 4, 5, 6, 7, 8, and high school programs to teach all of the Standards in the Language Strand. My Teaching the Language Strand title was ill-chosen. Much to my chagrin, ELA teachers rarely got past the Reading and Writing Standards. I moved the title to the subtitle position and re-named the series Grammar, Mechanics, Spelling, and Vocabulary . The longest title in the history of educational publishing. Subsequently, I broke the comprehensive program into affordable grade-level slices and achieved more sales: Teaching Grammar and Mechanics, Writing Openers Language Application, Differentiated Spelling Instruction, and the Common Core Vocabulary Toolkit.

Syntax in Reading and Writing

And now, Syntax in Reading and Writing.

Even within the largely ignored Anchor Standards for Language, one Standard, in particular, has received scant recognition:

The Hidden Gem: Knowledge of Language Standard L.3

The grade-level Writing Openers programs align to the Anchor Standards for Language:

Each of the 56 lessons takes about 5­-10 minutes to complete. Lessons are derived from the Conventions of Standard English (L. 1, 2), Knowledge and Use of Language Standards (L. 3), and the Language Progressive Skills found in the Common Core State Standards Language Strand. The lessons help students “Use knowledge of language and its conventions when writing, speaking, reading, or listening” (Common Core Language Strand Knowledge of Language). In other words, lots of practice in sentence revision, sentence combination, and identification of and application of grammar.

The lessons are formatted for classroom display and interactive instruction. The teacher reads and explains the Lesson Focus and Example(s) while students follow along on their own accompanying worksheet. Next, the students annotate the Lesson Focus and summarize the Key Idea(s). Afterwards, the students complete the Practice Section (sentence combining, sentence revisions). Finally, students complete the My Own Sentence writing task. The My Own Sentence serves as the formative assessment to determine whether students have mastered the Lesson Focus.

Plus, get 13 sentence structure worksheets with answers. Worksheets include simple subjects, compound subjects, simple predicates, compound predicates, simple sentences, compound sentences, complex sentences, compound-complex sentences, identifying sentence fragments, revising sentence fragments, identifying sentence run-ons, revising sentence run-ons, and identifying parallelism.

FREE SAMPLE LESSONS TO TEST-DRIVE THE PROGRAMS

Preview the Writing Openers Language Application (Grade 4) Lessons HERE.

Preview the Writing Openers Language Application (Grade 5) Lessons HERE.

Preview the Writing Openers Language Application (Grade 6) Lessons HERE.

Preview the Writing Openers Language Application (Grade 7) Lessons HERE.

Preview the Writing Openers Language Application (Grade 8) Lessons HERE.

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

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Writing Skills: Taught and Caught

Now that teachers have had plenty of professional development in how to write arguments (CCSS.ELA-LITERACY.CCRA.W.1) and informative/explanatory texts (CCSS.ELA-LITERACY.CCRA.W.2), teachers are looking at their students’ essays or narratives (CCSS.ELA-LITERACY.CCRA.W.3) with a collective sigh. Students just cannot write.

Students seem to understand the content, they know the demands and constraints of the writing genre, they can dissect a writing prompt, they know the writing process… but the words they use, the sentences they construct, and the intangible feeling our student writers convey simply do not engage their readers (teachers especially).

The Problem

Many teachers are not equipping their students with the tools they need in their tool belts. Or, just as bad, teachers introduce the tools, but don’t provide the practice students need to master the tools.

The Solution

Two time-proven solutions to these problems take little time, but do necessitate some instruction and practice: sentence revisions and literary response. Writing teachers (and writing research) have found these tools to be especially helpful for developing writers.

By sentence revision, I mean the word choice and structure of our language (the grammar, usage, and syntax). It’s the how something is written (and re-written). Think sentence variety, sentence combining, grammar and proper usage in the writing context. The skills of sentence revision are primarily taught.

By literary response, I mean writing style: primarily the style of literary mentors, who not only have something to say, but know how to say it in both expository and narrative writing. Think mentor texts and rhetorical stance (voice, audience, purpose, and form). The skills of writing style are primarily caught.

Fortunately, the Common Core authors do acknowledge the importance of teaching both sentence revisions and literary response in both the Anchor Standards for Writing and the Anchor Standards for Language (highlighting my own):

Writing Anchor Standards

CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language Anchor Standards

CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Suggestions

Keep your focus on both the content and process of writing. Maintain a balance of extended writing process assignments (especially essays and stories) and short, say twice-per-week writing skill development, especially using sentence revisions and literary response activities.

The author of this post, Mark Pennington, provides grades 4-8 teachers with grade-level sentence revision resources and literary response resources in two instructional formats: twice-per-week writing openers (or writers workshop mini-lessons) and literacy centers.

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative

TEACHING ESSAYS BUNDLE

and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

*****

Get the Writing Skills FREE Resource:

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Although the three components of the essay introduction (introducing the topic, engaging the audience, and transitioning to the thesis statement) would seem to suggest a three-sentence paragraph, this application may work nicely with some essays, but not with all. The problem with teaching formulaic introductory paragraphs for argumentative (CCSS W 1.0) and informational-explanatory (CCSS W 2.0) essays is that the square peg does not always fit the round hole.

Teaching students how to write an essay introduction is challenging work. The thesis statement is not usually the issue; most teachers do a fine job of teaching the most important sentence of the essay. More often, teachers need help teaching their students how to introduce the topic and engage the audience. Some teachers refer to these introduction strategies as the hook, lead-in, or transition. The instructional challenge is that some introduction strategies work for some writing tasks and some work for others. Students need to learn a variety of introduction strategies to begin their essays and transition into their thesis statements. The following introduction strategies and examples will equip teachers with a flexible, not formulaic approach to teaching How to Write an Essay Introduction.

Essay Introduction Strategies

Introduction Strategies: DQ REPS BC

1. Definition: Explains the meaning of an unfamiliar term or makes a general essay topic more specific.

Examples: Prior to the Civil War, the term popular sovereignty referred to the policy of allowing the voters of individual states to determine whether slavery should be legal or not. The issue of sports-related concussions requires special consideration with youth contact sports.

2. Question: Asks your audience to think about why the essay topic is important or relevant.

Example: Why has the President issued the executive order at this point of his administration?

3. Reference to Common Knowledge: States an idea or fact that is known and accepted by your audience in order to build consensus.

Example: Most Americans favor some form of tax reform.

4. Expert Quotation: Provides an insightful comment about the essay topic from a well-known authority.

Example: Former Surgeon General of the United States, Vivek Murthy, called youth e-cigarette smoking “a major public health concern.”

5. Preview of Topic Sentences: Lists the main point from each topic sentence before or within the thesis statement.

Example: Both positive consequences and negative effects of the new law require close examination.

6. Surprise: States an unexpected fact or idea, one that is unknown to your audience, or one that provokes curiosity about the essay topic.

Examples: Women live longer than men. Few Americans know that the number of Supreme Court Justices has changed throughout history. The report offers new clues about how to improve memory.

7. Background: Describes the relevant problem, historical circumstances, or literary context of the essay topic.

Examples: Gang-related murders have increased dramatically over the last decade. Over the past 100 years the average increase of Arctic temperatures has nearly doubled that of the rest of the world. In Sharon Creech’s novel, Walk Two Moons, the main character, Salamanca, learns to cope with the unexpected death of her mother. 

8. Controversy: Sparks interest because many might disagree with what is being said.

Example: However, freedom of speech extends to the rights of speakers as well as to the rights of protesters.

The Do’s and Don’ts of Essay Introductions

Do…

• Use the DQ REPS BC strategies which best match the topic and tone of your essay. For example, the Expert Quotation and Controversy introduction strategies might serve as perfect lead-ins to this thesis statement: State and local governments should pass legislation banning the use of plastic grocery bags. However, the same two introduction strategies would probably not be used as lead-ins to this thesis statement: Americans have changed taste preferences for their favorite ice cream flavors.
• Use the DQ REPS BC strategies which best match the purpose and scope of the writing task. For example, a five paragraph argumentative essay would not include references to the argumentative strategy of the writer, but a half-hour argumentative speech certainly should. A five paragraph informational-explanatory essay would not include a separate introductory paragraph on the research methodology, but a five page research paper might necessitate such an explanation.
• Use the DQ REPS BC strategies which best match your audience. For example, the Background introduction strategy may be essential if writing a response to literature essay to an audience unfamiliar with the novel; however, identifying the main characters and setting may be unnecessary or even condescending to an audience of students and teacher who have already read the novel. Furthermore, the Reference to Common Knowledge introduction strategy might be necessary for an audience of fourth graders, but not for eighth graders.
• Place the thesis statement last in short essays. The audience (your reader) expects the purpose or point of view of the essay to be in this position. Don’t disappoint your audience unless you have a specific reason for placing the thesis statement elsewhere.

Don’t…

• Make unreasonable statements. For example, absolute words such as never, only, and always and causal connection words such as because, results, the reason for, caused, created, changed, led to are rarely accurate and often suggest a lack of objectivity in the writer.
• Pad the introductory paragraph with overly general statements or say what does not need to be said. For example, The fact of the matter is that Americans have differences of opinions on this issue. Of course, Americans believe in freedom and justice.
• Be uncertain or apologetic. For example, saying “it may or may not be true” or “more research needs to be done to reach a firm conclusion” does not build confidence in your audience that your essay will be convincing or informative.
• Use anecdotes for short essays. For example, take this often-used anecdote: “When Abraham Lincoln was working as a clerk in a store, he once overcharged a customer by 6 1/4 cents. Upon discovering his mistake, he walked three miles to return the woman’s money.”  This anecdote might work nicely for a long essay or speech on the subject of honesty, but not in an introductory paragraph for a short five paragraph essay. The anecdote might serve better as evidence in a body paragraph. Plus, confusing narrative elements with exposition when establishing the voice of the essay in the introduction can be confusing to the audience.

The Big Picture

Think of writing an essay introduction much as how a prosecuting attorney might design an opening statement. The attorney would take time to consider which introduction strategies would best fit the nature of the case, the character of the defendant, and those listening and deliberating in the courtroom. The attorney begins by explaining the crime. (The crime is the topic.) Next, the attorney connects that crime to the defendant and engages the jury. (The defendant and jury are the audience.) Finally, the attorney states the assertion (or claim) that the defendant is guilty of the crime. (The assertion or claim of “guilty” is the attorney’s thesis statement.) Now that you have mastered How to Teach the Essay Introduction, your students will need the evidence strategies to convince their juries. Check out the FE SCALE CC to learn how to teach these types of evidence strategies.

Want to post eight colorful classroom posters of the Essay Introduction Strategies in your classroom?

Get the Essay Introduction Strategies FREE Resource:

*****

TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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Few teachers feel comfortable teaching students how to write a conclusion paragraph for an essay. Simply re-stating the thesis and summarizing the main points of an essay make a rather weak conclusion. In a related article on How to Teach the Essay Introduction, I compare the essay introduction to a prosecuting attorney’s opening statements. Using the same courtroom scene, the essay conclusion can be compared to the attorney’s closing arguments.

If the prosecuting attorney followed his high school English teacher’s advice to “give a finished feel to the essay” by adding a conclusion paragraph that re-states the thesis and summarizes the main points, the closing arguments would be as follows:

“As I said in my opening statement, the defendant is guilty of grand theft auto. The fingerprints on the stolen car, the DNA evidence on the driver’s seat, and the two eyewitnesses conclusively prove the defendant to be guilty.”

Most defense attorneys would relish following such a weak closing argument with their own more effective closing arguments.

It’s not that re-stating the thesis and providing a summary of main points are poor conclusion strategies… The point is that by themselves, they do not accomplish the purpose of an essay conclusion paragraph: to analytically comment, synthesize, and make judgments about the evidence presented in the body paragraphs.

Plus, the conclusion strategies which work for some essays will not work for all essays. Teachers need to teach a variety of conclusion strategies, so that student writers can match the appropriate strategies to the essay topic and evidence presented. Formulaic conclusions often wind up trying to fit square pegs into round holes.

The following conclusion strategies will help you learn how to teach the essay conclusion strategies which are appropriate to the writing task.

Conclusion Strategies

Conclusion Strategies GQ SALE SC

Generalization-Broadens a specific point of the essay into a more general focus.

Example: The issue of state lawmakers refusing to vote on controversial issues by encouraging statewide votes brings up the question as to whether our system of representative democracy still serves a purpose.

Question for Further Study-Asks about a related topic or question that is relevant, but beyond the focus of the essay.

Example: If concussions present such a danger to professional football players, why do schools and communities continue to support youth football?

Statement of Significance-States why the proven thesis statement is important or relevant.

Example: With the extinction of one species, the web of nature may be disrupted in unexpected ways.

Application-Applies the proven thesis statement to another idea or issue.

Example: If celebrities and politicians are excused from the consequences of lying to authorities, students may assume that lying to their parents or teacher should be excused as well.

Argument Limitations-Explains how or why your conclusions are limited.

Example: Although the evidence clearly suggests that the student cheated on this test, it does not prove that the student  cheated on previous tests.

Emphasis of Key Point-Repeats specific evidence and explains why it is the most convincing or important evidence.

Example: Most importantly, slavery caused the Civil War because it was the one division between the North and the South which could no longer be compromised.

Synthesize-Combine the main points of the essay to create a new insight proving the thesis statement.

Example: Her natural talent, work ethic, and luck contributed to her surprising success.

Call to Action- Challenges the reader to take a stand, make a difference, or get involved.

Example: The evidence suggests that public protest may stop this abuse of the mayor’s power. As Thomas Jefferson once said, “a little rebellion now and then is a good thing.”

The Do’s and Don’ts of Essay Conclusions

Do…

• Re-state the thesis as the first sentence in your conclusion paragraph. Although redundant and unnecessary in a short argumentative or informational-explanatory essay, the audience (the reader) expects to be reminded of the thesis and the re-statement signals the concluding paragraph.
• Use the GQ SALE SC strategies which best match the purpose and scope of the writing task. For example, a five paragraph informational-explanatory essay on trending ice cream flavors would not include a Statement of Significance or Call to Action; however, an argumentative essay on changing the electoral college system of electing the President certainly could use these strategies.
• Comment on and evaluate evidence. For example, not all evidence is equally convincing. Commenting on the quality of evidence and prioritizing evidence is a mark of good scholarship and writing.
• Synthesize and apply evidence. For example, “The combination of unseasonably warm storms and lack of levee maintenance contributed to the flooding.” The sum of the evidence parts can be greater than the whole.

Don’t…

• Make unreasonable statements. For example, absolute words such as never, only, and always and causal connection words such as because, results, the reason for, caused, created, changed, led to are rarely accurate and often suggest a lack of objectivity in the writer. Instead, use qualified modifiers such as may, might, probably, most likely, generally, etc.
• Simply repeat. A cleverly worded thesis re-statement will transition to the analysis, insights, and judgments of an effective conclusion paragraph. Even the Summary Statement should be selective, not repetitive.
• Add new evidence. For example, the conclusion paragraph is not the place to add on “forgot to mention” or “Additionally” or “one more” statements.
• Begin the conclusion paragraph with unnecessary transitions. Avoid phrases like “in conclusion,” “to conclude,” “in summary,” and “to sum up.” These phrases can be useful–even welcome–in oral presentations. But readers can see, by the tell-tale compression of the pages, when an essay is about to end. You’ll irritate your audience if you belabor the obvious (Pat Bellanca, for the Writing Center at Harvard University).

The Big Picture

Think of an essay conclusion as a vital part of demonstrating how you have proven your point of view in an argumentative essay or achieved the purpose of your essay in an informational-essay.

Want to post eight colorful classroom posters of the Essay Conclusion Strategies in your classroom?

Get the Essay Conclusion Strategies FREE Resource:

*****

TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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Essay Structure Numerical Hierarchy

Using numerical values to identify and apply essay structure has proved an effective tool in identifying expository text structure and helping writers organize essays. The numerical values eliminate the writing jargon that varies from teacher to teacher and curriculum to curriculum. Instead, writers simply apply the implicit hierarchy of the number system to that of reading and writing. Writers just seem to intuitively “get” the idea of a number system applied to their expository writing in essays.

I suggest using the following numerical hierarchy to avoid the confusing writing terminology:

(1) for the introductory strategies of an essay introduction—for example, a definition or a preview of the topic sentences.

(2) for the thesis statement (or claim) that “talks about” the introduction strategies.

(3) for the topic sentences that “talk about” the thesis statement.

(4) for the major details that “talk about” the topic sentence.

(5) for the support details that “talk about” the major details.

(6) for the conclusion strategies—for example, a thesis re-statement or summary.

For Developing Recognition of Text Structure

Try analyzing expository reading by numbering the sentences. Critique the writing by analyzing the structure and whether there is sufficient evidence, e.g. enough (5s) to back the (4s).

For Essay Writing

Using your own writing prompts, practice varying sentence order within the numerical hierarchy to help students develop a flexible writing style to address the demands of the writing prompt and improve the quality of your essays. Try the following paragraph organizations and watch your students improve their writing structure and recognition of text structure at the same time.

1. (3)-(4)-(4)

2. (3)-(4)-(4)-(4)

3. (3)-(4)-(5)-(4)-(5)

4. (4)-(5)-(3)-(4)-(5)

5. (4)-(5)-(4)-(5)-(3)

6. (4)-(5)-(4)-(5)

7. (3)-(4)-(5)-(4)-(5)-(4)-(5)

8. (3)-(4)-(4)-(4)-(5)

9. (3)-(4)-(4)-(5)-(4)-(5)

10. (3)-(4)-(5)-(4)-(5)-(5)

11. (Transition Statement)-(3)-(4)-(5)-(4)-(5)

12. (3)-(4)-(5)-(4)-(5)-(Concluding Statement)

13. (1)-(1)-(2) added to any two of the above body paragraphs

14. (6)-(6)-(6) added to any two of the above body paragraphs

15. (1)-(1)-(2) added to any two of the above body paragraphs (6)-(6)-(6)

Teachers may also be interested in these articles by Mark Pennington: How to Write an Introduction, How to Write a Conclusion, and How to Use Writing Evidence.

*****

TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Writing Process Essay FREE Resource:

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Many writers have not learned how to write body paragraphs for an essay, article, formal research paper, or business letter. All too often, students only received this limited instruction about how to write body paragraphs: “Write a topic sentence; write major detail sentences; then, support the major detail sentences with minor detail sentences.” Not much help with that limited instruction…

The following strategies will help you write learn how to write body paragraphs that will be appropriate to the writing task, provide pertinent evidence to prove your thesis, and also show off your writing skills. The FE SCALE C memory trick will help remind you of the evidence strategies you need to use on timed writing tasks. Not every evidence strategy fits the purpose of every writing task, so learn and practice these options to increase your writing skill-set.

Body paragraphs are organized around the topic sentence, which is the main point, reason, or argument to prove the thesis statement. Always place your topic sentence at the beginning of each body paragraph. Writing research indicates that the topic sentence is placed at the beginning of the body paragraph 80% of the time in published works, so don’t re-invent the wheel. Write in the way your reader expects to read.

Then, use the FE SCALE C evidence strategies to provide the evidence to support the topic sentence. Think of writing body paragraphs much as a prosecuting attorney uses evidence to convince a jury that the defendant is guilty of the crime. Connect your body paragraph evidence strategies with effective transition words to maintain coherence. The body paragraph should flow together as one whole. Every word should move the reader toward the demanded verdict, which is your thesis statement.

Use a variety of evidence to support your topic sentence in each paragraph. I suggest that two or three types of evidence per body paragraph is most effective. A good attorney uses a wide variety of evidence. Limiting evidence to one form will weaken your overall argument and not win your conviction. Think of the O.J. Simpson’s “Trial of the Century.” The prosecution overly relied on DNA evidence and failed to convince its jury. All it took was “If the glove don’t fit, you must acquit” to provide enough doubt to the jury to acquit the defendant.

After composing the topic sentence, flesh out each evidence strategy in a compound-complex sentence or two separate sentences. Then, analyze the evidence in another sentence. Of course, sometimes it is also appropriate to do the reverse: state a major detail that addresses the topic sentence and then provide the evidence strategy to support that detail.

A good body paragraph might be structured in this way:

• Topic Sentence

• Evidence Strategy #1 Sentence

• Analysis Sentence

• Evidence Strategy #2 Sentence

• Analysis Sentence

• Major Detail

• Evidence Strategy #3 Sentence

Types of Evidence: FE SCALE C

1. Fact means something actually done or said.

Neil Armstrong was the first person to step on the moon. He said, “That’s one small step for a man, one giant leap for mankind.”

2. Example is a part of something used to explain the whole thing.

Peas, beans, and corn are examples of vegetables.

3. Statistic is an amount, fraction, or percentage learned from scientific research.

The world has over 7 billion people; half live in Asia; only 5% live in the United States.

4. Comparison means to show how one thing is like or unlike another.

Both automobiles are available with hybrid engines, but only one has an all-electric plug-in option.

5. Authority is an expert which can be quoted to support a claim or a topic.

According to the Surgeon General of the United States, “Smoking is the chief cause of lung cancer.”

6. Logic is deductive (general to specific) or inductive (specific to general) reasoning.

All fruits have vitamins and apples are fruits, so apples have vitamins. The first 10 crayons I picked were red, so the whole box must be filled with red crayons.

7. Experience is a personal observation of or participation in an event.

Hiking to the bottom of the Grand Canyon and back requires careful planning and takes most of the day.

8. Counterclaim is the argument against one’s point of view, which the writer then minimizes or refutes (proves wrong).

Some argue that a high protein diet is healthy because… However, most doctors disagree due to…

*****

TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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With the inclusion of essays on high-stakes tests such as the SAT® and ACT®, as well as many state standards tests and high-school exit exams, the need to improve writing fluency has recently surfaced as a desired goal. Which approaches to writing fluency work best?

1. Teach students to read a variety of writing prompts. Expose students to different content area and writing domain prompts. For example, using social science, literature, and science content with informational, expository, analytical, and persuasive domains. Teach students to read the writing prompt twice—the first time for understanding and the second time to circle the subject and highlight key words.

2. Give students ample practice in turning writing prompts into effective essay topic sentences. “Thesis Turn-Arounds” can be a productive “opener” to any lesson in any subject area. For example, if the prompt reads “Analyze the causes of the Civil War,” students could begin their theses with “Many causes contributed to the Civil War.”

3. Give students practice in developing quick pre-writes to organize a multi-paragraph writing response. Teach a variety of graphic organizers and review how each is appropriate to different writing prompts.

4. Give students practice in writing introductory paragraphs after pre-writing. Give students practice in writing just one timed body paragraph to address one aspect of the essay after pre-writing.

5. Provide immediate individual feedback to students with brief writers conferences.

6. Use the display projector to use critique real student samples. Write along with students and have them critique your writing samples.

7. Teach how to pace various allotted essay times. For example, the SAT® essay is only 25 minutes. The Smarter Balance and PAARC tests provide unlimited writing time. Brainstorm and allocate times before a full essay writing fluency for the following: analysis of the writing prompt, pre-write, draft, revisions, editing.

8. If a brief reading passage is part of the background for the writing task, teach students to annotate the passage with margin notes as they read.

Teachers may also be interested in these articles by Mark Pennington: How to Write an Introduction, How to Write a Conclusion, and How to Use Writing Evidence.

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The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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