Research Letter Grading Criteria

Here's what you need to turn in by 3:10 on Monday, April 12 and how the assignment will be graded. Remember that you also need to give a brief speech about your letter.

1. Research Letter

•Topic is relevant and well-selected
•Letter makes a persuasive, well-organized argument about your chosen ethical issue
•Includes citations to at least 3 credible sources
•Includes some background information and acknowledgement of the opposition
•Illustrations/ quotes provide strong support for your topic
•All quotations and paraphrases are introduced with a signal phrase that indicates the source of the information
•Tone is appropriately formal and serious
•Sentence are fluid, concise
•Word choice is precise
•Letter reflects revision and evidence of engagement with the writing process
•Letter is properly formatted according to business letter model and single-spaced
•Entire packet is submitted in a neat, orderly fashion with attention to detail

2. Works Cited Page

•Properly formatted according to MLA standards
•All Entries Double-spaced
•Alphabetized
•Inclusive of all sources cited within the text of the letter

3.Printed copies of sources

•Copies of all sources are submitted with essay
•Sources show evidence of annotation or proof of careful notetaking

4. Flow Map of Credibility for all sources not found on school database

•One flow map is submitted for each source that is not from a school database
•The information on each flow map is specific to the source being evaluated

Research Passwords

Some of the databases require passwords, so check out the list below that has user name as U and password as P. Please print off these user names and passwords and tape them to your computer at home. I will only leave them live on the blog for a few days.

ABC-CLIO
U: ehornets
P: ehornets

Culture Grams
U: edina
P: hornets

EBSCO
U: edina
P: hornets

GALE
U: mnkedina
P: elm4you

Proquest
U: Of4crftbvf
P: welcome

SIRS at home
U: MN0307h
P: 55439

World Book
U: edina
P: worldbook

Research Letter Due April 5 to April 12

Individual Persuasive Letter Based on Research

Assignment

To demonstrate your understanding of the research process and to engage in a thoughtful analysis of a meaningful contemporary issue, you will write a letter to a publication, person, corporation or organization that persuades them on a specific ethical issue. For your research, examine a contemporary ethical issue tied to current corporate and consumer practices. Although you may research and write about a food-related issue, do not write about the same topic that your group did after watching Food Inc.

Letter Paragraph Organization

Your persuasive letter paragraphs do not need to follow the PIE format of literary analysis. In fact, business letters are brief, rarely do they go beyond one page of single-spaced type. Click here to see a business letter format for typing. Your letter should follow this organizational plan:

• Introduction—creative attention device and specific ethical thesis—the point you want to prove. (2 sentences)

• The basic arguments on both sides of the ethical question. Consider the consequences, pros and cons of each position. You may need to include some brief background information. Information in these paragraphs will be supported with in-text citations. Using “according to” or other signal phrases works well in a business letter; however, you may use parenthetical, in-text citations. (2 – 3 paragraphs)

• Conclusion—Based on your research, what is the best ethical response to your issue? In other words, what’s your call to action? What do you want people to do? Why? (1-2 sentences)

Note Taking
Complete some type of note-taking that ensures you are properly paraphrasing and correctly using direct quotations so that you do not plagiarize. Annotating printouts works well for note taking. Alternatively, you use paper or note cards to capture information without printing it. Just be careful to use quotation marks when you are copying lines exactly.

Research
As you research, remember that you must reference a minimum of three credible sources.
• Credible web sites have a known author (usually one that can be contacted), links that work, few grammatical errors, and listed resources.
• If you use articles from the school’s on-line databases, you are assured that they are credible.
• If you use a source not from the school’s database, create a flow map that shows why you determine the source was credible. See the flow map glued in your notebook.

Final Products
1. One-page letter (typed, single spaced block formatting, 12-point font, one-inch margins)
2. A properly formatted MLA works cited page
3. Flow maps that trace the credibility of Internet sources not found on school databases.
4. Some evidence of notetaking, probably annotated Internet printouts.

Help Available
Remember that The Writing Center is open before school and during lunch to assist you. Also, check out the teacher’s blog for links to citing sources and formatting a business letter.

Due Date
Your letter is due anytime between Monday, April 5 and Monday, April 12. You will not receive late points if you turn in the paper by Monday, April 12 at 3:10 p.m.--the last day of the due date window. I will grade the papers on "a first in, first graded" basis in case you want to take that into consideration when planning your due date.

Things Fall Apart Peer Review

Writer: Tell your responder what you need from them.

Responder:
1. Write down these questions or concerns at the top of the paper.
2. Read introductory paragraph. How does the author draw you in? Put a Bracket around the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Underline the ideas in the topic sentences that correspond to the thesis. If you cannot do this, the topic sentences need revision.
4. Read the body paragraphs. Identify the points and illustrations. Put a P and I in the margin by each point and illustration.
5. Evaluate each explanation – does the writer clearly explain how a literary device helps prove the point? Write + or - in the margin next to each E if a discussion of a literary device is evident.
6. Read the conclusion. Circle the section where the author shows how this topic connects to life.
7. Go back to the essay to help the writer with her/his particular questions or concerns. Talk together about them, and come up with a plan for the writer.

PIE on p. 130 Passage

POINT - Achebe’s sensory imagery and personification portray the earth and the land as a living and often angry being in Igbo culture to further the idea that people need to revere and respect the earth and nature, and this imagery connects to Okonkwo's angry character.

ILUSTRATION/ WITH PLOT CONTEXT - Achebe vividly describes the land of Mbanta shortly after Okonkwo’s banishment from Umuofia. “All the grass had long been scorched brown and the sands felt like live coals to the feet. Evergreen trees wore a dusty coat of brown.. The birds were silenced in the forests, and the world lay panting under the live vibrating heat…[the earth] was angry, metallic, and thirsty” (Achebe 130).

EXPLANATION – The earth has turned from a lush, productive being to a withering and angry soul who is “panting” and gasping for air. The “scorched brown” color, “silence in the forests” and “vibrating heat” create images of earth as a place that resembles hell more than it does earth. The personified earth is also weary as it wears a “dusty coat of brown” and is “angry” and “thirsty.” Okonkwo and the earth meld into one person through these images; both beings are full of angst and hungry for the lush life that they once knew..

Things Fall Apart Essay Due February 24

In “An African Voice” by Katie Bacon of Atlantic Unbound Chinua Achebe is described as “the founding father of African literature in the English Language” because Things Fall Apart “was one of the first books to tell the story of European colonization from an African perspective.” In Things Fall Apart, not only does Chinua Achebe incorporate Igbo words, proverbs and stories to bring an African perspective, but also he develops central messages or themes that emerge from the clash of the Igbo and British cultures from an Igbo perspective.

Essay Prompt:
In a well-organized and polished essay, explain what lesson about life (theme) is revealed by examining the cultural clash in Achebe’s Things Fall Apart.

Procedure:
• Create a multi-flow map that analyzes the causes and effects of a specific conflict between one British character and one Igbo character to represent the overall class of cultures. What causes these two characters and two worlds to collide? What emotional and physical effects result from this clash?
• Then, carefully consider how the characters and the settings function in the play. What incites humor? What introduces conflict? How do characters reveal themselves and/or grow and change? How does conflict resolve?
• A thesis may follow this format: In Chinua Achebe’s Things Fall Apart, ___________ and ____________clash in order to reveal/prove/illuminate ____(thematic statement)__________.
• Then, write at least two body paragraphs. Each body paragraph will include at least two PIEs. In the Explanation of each PIE, you’ll discuss how one literary device such as imagery (similes, metaphors, etc.) or word choice in the quotation selected furthers your argument. In other words, each Illustration should contain a literary device that furthers your thesis on theme.

Evaluation: Your essay will be assessed according to these criteria

Ideas:
• Thesis statement reflects deep thinking about theme.
• Topic sentences are analytical and clearly connect to thesis statement.
• Each body paragraph contains at least two PIEs with quotes smoothly integrated.
• Explanations contain analysis of literary devices.
• Essay reflects original, independent and creative thinking. Do not visit the Internet for ideas!!! Those ideas may find their way into your paper which is not only plagiarism if not properly cited, but also those ideas do not display independent and original thinking.

Organization:
• Introduction is engaging.
• Each body paragraph has a topic sentence and a concluding sentence
• Transitions are used between paragraphs and between PIEs.
• Closing paragraph makes a relevant connection to your essay reader’s life.
• The author addresses how the ideas have evolved during the essay, and may include connections to other pieces of literature or real life.

Conventions:
• Errors in mechanics, grammar, or usage do not detract from the meaning of the essay.
• Careful word choice enhances the meaning of the essay, as well as the enjoyment of the reader.
• Proper MLA format is followed throughout including document design, direct quotation citations, and a works cited entry for Things Fall Apart.
• Sentences flow nicely because the writer has varied sentence types and openings.
• Essay reflects hard work in editing and polishing.

**The Writing Center can help you at any stage in your process! Please visit The Writing Center, as they are prepared to offer extensive one-on-one support. They will not grade your essay; however, they will conference with you to discuss your questions regarding ideas, organization, and usage. Students who have visited The Writing Center have reported that they feel it helped.

Due Dates

• Rough Draft: Wednesday, Feb. 24 (peer review day)

• Final Essay Window: Thursday, Feb. 25 to Monday, March 1 at 3:10 p.m.

• Papers turned in on Tuesday, March 2 will receive a one-grade deduction. However, if you have visited The Writing Center at any time during the writing process, you may turn in your paper on Tuesday, March 2 or Wednesday, March 3 without any point deduction. Just make sure that you have Ms. Gonzales or Ms. Mohs sign your rough draft to show that you visited The Writing Center.

• Papers turned in on March 4 or later will only receive half credit.

The Road Essay

The Road Essay blue prewriting packet is due Monday, November 9.
The typed rough draft is due Wednesday, November 11.
The final essay's last day for full credit is Monday, November 16.

Writing Prompt:

In a well-organized and thoughtful essay answer one of the following questions. Work to say something that is uniquely your own about this text and to move beyond plot summary to thematic analysis.

1. What is McCarthy’s thematic message about good versus evil? Create a complex thematic statement and use well-selected evidence to support your statement. To get at your theme statement you may compare and contrast good and evil in a double bubble or examine causes and effects of both good and evil in two multi-flow maps.

2. Is this novel optimistic or pessimistic about humanity? In other words, does McCarthy believe that humans are basically good or evil? Take a stand on one side or the other and use convincing evidence from the text to prove your position.

3. According to McCarthy, what causes people to remain good in the face of evil and what are the effects on their humanity? Create a complex thematic statement and use insightful quotes to defend your ideas.

Grading Rubric

Organization:

___ The introduction engages the reader, introduces the topic, and includes a thesis statement that will serve as a blueprint for the main ideas developed in the body paragraphs.
___ Body paragraphs follow solid paragraph structure by beginning with a topic sentence, including two or three PIEs, and ending with a concluding sentence which refers clearly to thesis statement. PIE = Point, Illustration, Explanation
___ Transitions from part to part and paragraph to paragraph are smooth and logical.
___ Conclusion summarizes the ideas presented in the paper and leads the reader to an interesting idea—the So what? or the So why does this matter to life?

Ideas:

___ Thesis is clearly stated, fully expanded, specifically states the main ideas of your paper
___ Thesis says something specific about the topic being explored. Theme = topic + author’s lesson about topic
___ Ideas are presented logically and clearly in body paragraphs that are relevant to the thesis
___ Each paragraph includes at least two illustrations quoted from the text to support ideas.
___ All ideas are explained and analyzed fully.
___ Papers that exceed expectations also analyze how the elements of McCarthy’s style contribute to the theme—in other words, how McCarthy uses language to convey a message.

Conventions:

___ Words are clear, precise and spelled correctly
___ Sentence formation is clear and varied
___ Proper punctuation is used, especially with conjunctions.
___ MLA format is used to document direct quotations, and a works cited entry for The Road is included at the end of the essay. Other sources used are properly cited.

Due Dates

Typed rough drafts, with proper MLA formatting, are due in class on Wednesday, November 11.
Final draft window: 8:30 a.m. Thursday, November 12 to Monday, November 16 at 3:10 p.m. Papers submitted on the 17th will lose 25%. Papers submitted on the 18th or after will lose 50%.

Tips for Better Writing

Common Mistakes from The Namesake Essays

Your essay needs a creative title. Using the title of the novel, play, or short story is not okay.

Make sure you get the title of the book being discussed correct. Look at the cover of the book. Underline book titles and capitalize important words of the title.

Include the author when discussing the title the first time you mention the book.

Don’t use numerals for numbers under 10—you have to write them out.

Your body paragraphs need topic sentences that are tied to your provable thesis statement. Your paragraphs need summary sentences and transitions.

In the conclusion make a connection to the world and the significance of the text.

You should focus on ANALYSIS instead of on retelling the plot. Speaking of analysis, your quotes need to advance your analysis, not prove plot. It’s not interesting for you to tell me that Ahsima is lonely and then offer a quote that reads, “Ashoke, I feel so lonely.” The explanation of your quotes has to include DISCUSSION—what is the author SAYING? What’s the message? What’s the point? Why is this significant? SO WHAT?

Never, EVER, EVER use “I” in a paper (I believe, I think, In my opinion). You can’t write in the second person either. Every time you write, “you,” replace it with “Jackie Roehl” and see if it makes sense. It won’t. Write in the third person ONLY.

Don’t start or end a body paragraph with a quote. Quotes need to be discussed and used as proof of your argument and to further your analysis.

The text is a NOVEL, not a STORY. For future reference, the text might be a PLAY, not a STORY. Make sure you write the correct genre distinction.

It’s/its. Of/have. Your/you’re. Witch/Which. They’re/There/Their. Whether/Weather. To/Too. Then/Than. Make sure you know the differences. Don’t rely on spell check.

Don’t forget your friend the apostrophe, but ignore him when he’s not needed.

Don’t include long quotes in your paper—use only what’s necessary.

Refer to authors by their last names. “Lahiri writes…” She’s not Jhumpa.

Double space your paper and also follow the MLA format for internal documentation and works cited.

Avoid vague pronouns.

Don’t say things like, “This shows,” or “That is important.” Say what “this” and “that” are.

Don’t misspell character names. It makes me think you haven’t read the book. And while you’re at it, don’t misspell the AUTHOR’S name. That one’s on the cover of the book.

Don’t pose questions—the purpose of the paper is to ANSWER questions, not pose them.

Passage Analysis Paragraph

Point: Identify rhetorical elements and introduce the effect on the reader
Illustration: Quotes
Explanation/Analysis: Pull out ideas about how the style of the quote is connected to the theme of the entire novel

McCarthy’s asserts that the post-apocalyptic world is both literally and figuratively hell on earth, in which evil threatens to overtake any remaining goodness in the world. He begins literally by vividly describing the entire country as being “looted, ransacked and ravaged. Rifled of every crumb” (McCarthy 129). McCarthy’s precise diction creates the picture of utter destitution, of a barren landscape that has been robbed by circumstance and humanity of its life-sustaining properties. Additionally, McCarthy’s metaphoric comparison of night to “casket black” suggests that the entire world is a tomb. The boy and the man are the occupants, struggling to push open the door of the casket in order to see light, to maintain hope. Finally, in crafting this picture of hell on earth, McCarthy draws the comparison, through simile, that the world is “like a dawn before the battle” (129). The word “battle” implies that the boy and dad must fight everyday to scavenge for scarce resources and to fight off would-be attackers. Yet, more importantly, this day’s battle, like the sun rising at “dawn,” is part of a larger symbolic war in which survival represents a triumph of humanity and perseverance in a world that has become a living hell.

Rhetorical Elements and Literary Strategies

Strong writers master the art of rhetoric. Literary devices are a subset of rhetoric. Strong writers are able to incorporate elements of rhetoric in their own writing, and reading and analyzing literature for elements of rhetoric is an important step on your path to strong writing.

Click here to review a brief list of rhetorical elements.

Active Voice

Avoid weak structures like there is and it is at all costs!

There is another videotape that tells the story of Charles Darwin.
Rewrite: Another videotape tells the story of Charles Darwin.

It is important that hikers remain inside the park boundaries.
Rewrite: Hikers must remain inside the park boundaries.

Avoid weak to be verbs!

Escaping into the world of drugs, Gogol was rebellious about many rules set down by his parents. Rewrite: Escaping into the world of drugs, Gogol rebelled against many rules set down by his parents.

The subject of sentence should do the action!

The fly ball was caught by Hernando.
Hernando caught the fly ball.

Revise the following sentences into active voice:
1. The tree was hit by a car.
2. These planes are flown by experienced pilots.
3. There are five students studying Japanese.
4. The car was washed by us.

Essay Window Due Date Closes Oct. 5

The last day to turn in your Namesake essay without penalty is Monday, Oct. 5, 2009 at 3:10 p.m.

Papers turned in on Tuesday, Oct. 6 will receive a 25% deduction off the score earned.

Papers turned in on Wednesday, Oct. 7 or later will only receive half credit.

MLA Citations and Format

EHS follows the citation and formatting rules of The Modern Language Association (MLA).

To format MLA papers correctly make sure that you double space throughout the paper, have 1-inch margins, and use Times New Roman 12-point font.

MLA papers also have a header on each page with the student's last name and page number flush right. To add a header in Word, go to View Header and Footer. The Header box will appear on the top of the page, and you can align right your name and use the insert page number [#] icon.

In-text citations for MLA papers look like this after each direct quotation:

"Blah, blah, blah, quotation, blah" (Lahiri 23).

Be exact. The period only goes after the ending parenthesis. There are no commas between the author's last name and the page number.

MLA also requires a Works Cited page to correspond to your MLA in-text citations. For this first paper, you should only have one citation, The Namesake, because you are using only your brain and no outside research from the Internet, etc. on your topic.

The Works Cited page is technically its own page. However, for this essay assignment, you may type your works cited entry at the end of your essay to save a piece of paper. Here's the works cited entry.

Lahiri, Jhumpa. The Namesake. New York: Houghton Mifflin Co., 2004.

Use the hanging indent feature under paragraph formatting in Word so that the second line of each works cited entry is indented five spaces. Works cited entries are also double spaced.

Avoid Personal Pronouns in Academic Essays

When writing a formal, analytical essay, a student's academic voice needs to shine through. A main voice problem in student academic writing is that students use personal pronouns.

Academic writing requires essays to be written in third person, so the second person voice of you cannot be used. When reading you, readers replace their name for that word, which often confuses the sentence.

Academic writing also avoids first person pronouns like I or we. Writers should simply make statements directly instead of writing "I believe."

Conjunction Punctuation

Types of Conjunctions

**Coordinating Conjunctions—connect grammatically equal elements—for, and, nor, but, or, yet, so

**Correlative conjunctions—pairs of conjunctions that connect grammatically equal elements. Example: The work is not only profitable but also pleasant.

** Subordinating conjunctions—introduce subordinate clauses, usually adverb clauses.

**Conjunctive adverbs—indicate relation between independent clauses. Example: I ate breakfast; however, I am still hungry.


Coordinating Conjunctions Punctuation

**Thumb test--do you have two complete sentences on each side of the conjunction?
**When the coordinating conjunctions join two independent clauses, a comma is placed before the conjunction.

**When the coordinating conjunction joins parts of a compound subject, predicate or object, no comma is used before the conjunction.

Examples:
It was after midnight, and I missed my bus. (compound sentence)
I missed my bus and forgot cab money. (compound predicate)

Subordinating Conjunction/Adverb Clause Punctuation

**Adverb clauses begin with subordinating conjunctions (common ones—if, as, because, since, after, before, although, though, unless, while, so that, in order that, that, than, until, when)

**Adverb clauses mainly emphasize verbs, answering how, when, where, why, to what extent

**When an adverb clause appears at the beginning of the sentence, a comma is placed at the end of the introductory clause.
**No commas are used when an adverb clause appears at the end of the sentence.

Punctuation--The two above sentences were actually your examples. In other words, introductory adverb clauses have commas after them; ending adverb clauses do not take a comma.

Peer Review

Writer:
Tell your responder what you need from them. (For example, “I am most concerned that my thesis isn’t strong.” “I don’t know if the explanations of my quotes are clear enough.” “I can’t think of an attention-getter.”)

Responder:
1. Read introductory paragraph and bracket the thesis statement.
2. Circle the causes mentioned in the thesis and underline the effects mentioned in the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to a cause or effect mentioned in the thesis?
4. Read the first body paragraph.
5. Identify the Points (P from PIE). Put a star by each P.
6. Identify the Illustrations. Underline each one.
7. Evaluate each Explanation – does the writer clearly explain how each illustration proves the topic sentence of the paragraph? Write + or - in the margin next to each E.
8. Repeat for each additional body paragraph.
9. Read the conclusion. Circle the section wherein the author explains the “So what?” of her/his argument. Does the author show how this topic connects to life?
10. Go back to the essay to help the writer with her/his particular question or concern. Talk together about it, and come up with a plan for the writer.

Writer:
Review responder’s notes and ask any questions you have. Make notes about what you need to improve.

Namesake Essay Prewriting

By Monday, Sept. 28 you should have your prewriting completed for The Namesake essay. Your prewriting involves two notebook pages. One page lists all five possible topics and a brainstorm list of times that the topic appeared in the novel. Write down as many ideas for each topic as you can.

The second notebook page is a multi-flow map that analyzes the causes and effects of your chosen topic. The frame of reference should contain direct quotes with page numbers that support your points. Your frame should also contain a first draft of your thesis statement. Be sure to review the cultural conflict multi-flow page in your notebook as a model for this page.

Thesis and Organization from a Multi-Flow Map

After you have generated ideas on your multi-flow map, it's time to think about a thesis and organization. Both are easy to do from the multi-flow map. The thesis should incorporate the general causes and effects in the boxes and be a blueprint for the body paragraphs.

Read the following draft of my thesis statement that tells a theme about the causes and effects of the topic "cultural conflict."

In The Namesake, Jhumpa Lahiri claims that people who face cultural conflict caused by a separation from their familiar lifestyle end up rebelling against their traditional culture, assimilating to the new culture, or living a somewhat isolated life from the culture of power in their new society.

Did you notice how the boxes on the multi-flow map came alive in the thesis? Did you notice my cause and effect verb bank too?

You can also organize the essay right from the multi-flow map and thesis. Here are my potential body paragraphs:

1. Causes of cultural conflict on separation caused by fear and being homesick. That paragraph would have a PIE on fear and a PIE on being homesick.

2. Effect of cultural conflict being rebellion as illustrated by Gogol and Sonia.

3. Effect of cultural conflict being assimilation as illustrated by Ashoke's dress and naming of children.

4. Effect of cultural conflict being isolation as illustrated by Ashima's Bengali friends, food and clothing.

As another model to help you write your essay. Here's a draft of part of the body paragraph on isolation and Ashima with the PIE about food.

TOPIC SENTENCE - Ashima’s acute sense of cultural isolation is caused most profoundly by a sense that something is missing, even in the most familiar of things.

POINT First, as Ashima looks for comfort in the cooking from her home country of India, even the foods that she craves most are lacking in some satisfying, key ingredient.

ILLUSTRATION For example, in chapter one when Ashima, attempts to make the spicy Rice Krispies snack with peanuts and red onions that she used to buy in the streets of Calcutta, she is wishes “there were mustard oil to pour into the mix…[it] is a humble approximation of the snack sold for pennies on Calcutta sidewalks and on railway platforms throughout India.” As she tastes it from her palms, she thinks “as usual, there’s something missing” (1).

EXPLANATION Even the most familiar things that bring her comfort are only “humble” or inferior substitutes for what she misses in India. The “something missing” in the food is symbolic of the cultural isolation that Ashima feels in her life in America.

Cause and Effect Verb Bank

Strong writers avoid passive verbs like is, are, were and other to be verbs. In your quest to improve your writing, work on using active verbs, especially in your thesis statement and paragraph topic sentences.

Below is a list of possible verbs to use in a cause and effect essay. If you can think of others, please add them through the comments option on this blog post. Your community of learners will thank you.

causes
results in
affects (effect is a noun; affect is a verb)
impacts
brings about
influences
changes
leads to
alters
transforms
shifts
evolves

PIE Paragraph Structure

The PIE structure for paragraph development is a great tool to use for analytical essays. You should recognize the Point, Illustration, Explanation component of the paragraph because that's what your blog post over the weekend was like.

Organize your body paragraphs like this:

TOPIC SENTENCE: This sentence must serve as the blueprint for the paragraph and is similar to a thesis statement. The topic sentence focuses on one aspect of the thesis statement that will be proven in the paragraph.

POINT: This general analytical statement goes beyond plot summary to make a claim about a sub-point of the paragraph topic sentence. On a multi-flow map, these general statements may come from the general ideas in the cause and effect boxes.

ILLUSTRATION: Direct quotations from a text are the most credible proof for your points. Be sure to use MLA in-text citations so that the reader knows the page where the quotation appears. If you know a specific example from the book that proves your point and you are unable to locate the quotation in the book, you may re-tell the detail for the illustration--as a last resort. Also, be sure that you select the most relevant portion of the passage to include so that your essay does not contain a number of lengthy quotations. On a multi-flow map these illustrations are found in the frame of reference as supporting details for the cause and effect boxes.

EXPLANATION: This sentence is often the most difficult to write because it requires that the essay writer think about how the point being made intersects with the illustration to give a deep understanding of the central meaning of the text as a whole. If you are having trouble thinking of further explanation, try thinking about how the point relates to the thesis or other paragraphs in the essay (in other words, other boxes on the multi-flow map). For the explanation you might also wish to analyze the connection between the ideas developed in the point and the style of the author. In other words, how does the figurative language of the quotation relate to the thematic ideas.

Additionally, REPEAT PIE one or two more times in the paragraph to provide enough detail to prove your topic sentence.

CONCLUDING SENTENCE: This sentence goes beyond simply recapping the paragraph. It also provides an extension of ideas. This is the So what? of the paragraph that relates to the thesis statement that you are proving. When writing this sentence consider what is relevant and meaningful to readers about the ideas expressed in the paragraph.