Page 62 - SpringBoard_Writing_Workshop_Grade7_Flipbook

7. On a separate sheet of paper, draft a body paragraph to include an appropriate quotation from Rooney’s text. Consider using the following process to embed a quotation into your body paragraph smoothly.
• Introduce the quote by using a transition.
• Enter the quote and place it in quotation marks.
• Explain the quote and how it supports your topic sentence.
Revisit the preceding class sample. Mark the text to identify where the quote is introduced, how the quote is used, and if there is an explanation of the quote.
Introduction and Conclusion
Now that you have co-constructed a thesis statement and one body paragraph, you are ready to create the introduction and conclusion of the essay. Introduction paragraphs consist of:
• A hook/lead: Question, Quote, Anecdote, or Statement of Intrigue (QQAS) that is
related to the topic. If you ask a question, answer it; if you use a quote, analyze it;
if you use an anecdote or statement of intrigue, explain it.
• A connection between the QQAS and the thesis, using a TAG (title, author, genre)
statement (Andy Rooney’s essay, “America the Not-So-Beautiful,” explains . . . .).
• A thesis statement that gives an opinion about the subject.
8. Concluding paragraphs bring a sense of closure to the essay by examining insights presented in the text and analyzing the larger meaning of those ideas. Use the following levels of questions to guide your thinking in crafting a conclusion:
• What did you say? (Literal)
• What does it mean? (Interpretive) • Why does it matter? (Universal)
Revising
Now that the class essay has been drafted, consider the language used to convey ideas. A writer makes stylistic choices in language to achieve an intended effect. Read the class essay and look for rhetorical devices used and the coherence of the essay.
Revising for Language and Writer’s Craft: Rhetorical Devices, Transitions, and Varied Sentence Structure
Rhetorical devices show ideas in interesting ways and help your ideas have a lasting effect on your reader. Examples of rhetorical devices are parallelism, analogy, and rhetorical questions. Use rhetorical devices in the class essay.
• Parallelism is using the same structure for similar parts of a sentence. Use parallelism to add balance, rhythm, and clarity to a sentence. Examples: I stand here today, grateful for clean air to breathe, humbled by enough food to eat, and thankful for fresh water to drink. (parallel adjectives)
The ecologist’s briefcase held three environmentally friendly notebooks, two biodegradable writing utensils, and one recyclable water bottle. (parallel objects)
• An analogy compares two things and expresses the relationship between them. Use an analogy to explain or clarify an idea or object. Example: My need to recycle is like my need for food and water.
• A rhetorical question is one for which the writer expects no reply, or the writer clearly directs the reader to one desired reply. Use rhetorical questions to emphasize an idea or to draw a conclusion from the facts. A rhetorical question may help remind your reader of a main point. Example: Is that truly what we want for the environment? How can these facts lie?
Writing Workshop 5 • Response to Expository Text 7
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