How to Write a 5 Paragraph Essay

1 I. How to Recognize Plagiarism1 Overview In order to avoid plagiarism, you must give quote when You use opposite persons ideas, feels, or theories. You use facts, statistics, graphics, selective services, music, and so on , or any other type of information that does not comprise common knowledge. You use quotations from another persons spoken or written word. You paraphrase another persons spoken or written word. 1 Begin the writing process by stating your ideas then go back to the authors origina l work. Use quotation label and credit the source (author) when you copy exact wording.Use your own words (paraphrase) instead of copying directly when possible. Even when you paraphrase another authors writings, you must give credit to that author. If the form of citation and reference are not correct, the attribution to the original author is likely to be incomplete. Therefore, improper use of style gouge resolving in plagiarism. Get a style manual and use it. 2 II. Formula for an Essay Basic whollyy, the writing expected of students in college is of one type that thunder mug be used for all disciplines. This handout generally focuses on the basic, formulaic nature of the college level see and its components.THIS IS THE PROCESS & ITS PRODUCTS 1. BRAINSTORM Write down whatever comes to mind slightly the topic. 2. A. A. AUDIENCE ATTRACTOR This is the first sentence of the opening paragraph which catches the readers attention, an attentiongetting sentence. 3. BACKGROUND SENTENCES These are the sentences that provide background information about the rout and act to narrow the focus, thereby introducing the dissertation. 4. THESIS This is the sentence that expresses the main idea of the paper. **A dissertation may change as the essay matures. ** 5. PROOF SENTENCES (2-3 sentences) produce sentences support and prove the validity of the thesis. It helps to use a proof sentence as the opening sentence in apiece body paragraph. In each paragraph, a minimu m of four sentences should be written backup the topic sentence. ) EXAMPLE SAMPLE TOPIC The value of a college education. BRAINSTORMING better parentage enrichment more pay wider outlook AUDIENCE ATTRACTOR higher self-esteem People all over the world yearn for an education. 3 BACKGROUND 1. In the past, umpteen individuals did not have access to an education. 2. History reveals many were forced to perform low-income, manual wear while others reaped the benefits of life. THESISToday, a person require a college education in order to be financially successful in a technologically advanced world. PROOF/SUPPORT SENTENCES The writer may compose 2-3 proof sentences dep endpoint on whether the essay is to be 4 or 5 paragraphs. The model used here includes 2 proof sentences for a 4 paragraph essay. 1. Education is a prerequisite for certain high-paying jobs. 2. In addition, advanced technology, like computers, makes college level training essential. NOTE Thesis and proof/support sentence s can be feature into a single thesis statement which advances the main idea and sketches the arrangement of the roof/support of that thesis. EXAMPLE Today, a person needs a college education even to start certain high-paying jobs and to be able to use advanced technology in the workplace. OPENING PARAGRAPH A. A. People all over the world yearn for an education. BACKGROUND In the past, many individuals did not have access to an education. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS Today, a person needs a college education in order to be financially successful in a technologically advanced world.PROOF (SUPPORT) SENTENCES Education is a prerequisite for certain high-paying jobs. In addition, advanced technology, like computers, makes college level training essential. **PROOF SENTENCES CAN BE PLACED ahead OR AFTER THE THESIS. ** 4 FIRST BODY PARAGRAPH FIRST PROOF SENTENCE REWRITTEN The pay scale for certain jobs is based on how frequently education the employee has. (Now, add four or more sentences to support this idea. ) SECOND BODY PARAGRAPH SECOND PROOF SENTENCE REWRITTEN Because of computers, sophisticated communications systems, and other technological advances, a general education may not be enough for some of todays jobs. Again, add four or more sentences to support this idea. ) outcome The coda can be the thesis rewritten and the proof sentences rewritten. Stating ones eyeshot adds a personal touch. In the decisiveness one should never introduce wise material. A conclusion usually summarizes or re-emphasizes what has already been discussed in the paper. 5 III. composing the Five Paragraph Essay INTRODUCTION Motivator, an attention grabbing sentence Children have many things to learn and to adjust to as they grow up including the awareness of the parts of their bodies. Thesis (Main Idea)Children often do comic things. Blueprint They are often humorous in learning to speak , in discovering that all objects do not have human characteristics, and in attempting to imitate others. Often, the thesis and blueprint can be combined into a single thesis sentence which advances a main idea and sketches the arrangement of the details which support that main idea (thesis). BODY (SUPPORT & DEVELOPMENT) FIRST cardinal PARAGRAPH Topic Sentence Specific substitute Children are often humorous in learning to speak. My daughter Betsy, mistook old tomato for ultimatum. SECOND profound PARAGRAPHTopic Sentence Specific Support Specific Support Specific Support Children humanize the objects around them. A psychologist says children blame balls and chairs as though the things were conscious. When I was a child, I thought the sun was out to get me. Betsy ordered her shoes to climb the stairs. THIRD CENTRAL PARAGRAPH Topic Sentence Specific Support Specific Support Children attempt to imitate what they see. They dress like their parents. My daughter imitated a tantrum a vi siting child threw. CONCLUSION Reworded Thesis decisive factor Children are funny creatures to watch. A reminder of the motivator which states that children have a lot of learning and adjusting to do. ) 6 IV. Writing the nonpareil Paragraph Essay A PARAGRAPH is a group of sentences that are combined to make a point. Sentences must be tied together in a relationship that gives nub to the whole. Every ONE-PARAGRAPH ESSAY must contain three main parts main idea (topic sentence) support for the main idea closing that feels like an closedown MAIN IDEA can be proved is worth discussing A MAIN IDEA must have a topic and offer an opinion about the topic. It must be provable, maybe in more than one way.It must be something worth discussing. TOPIC My first grade teacher depression influenced my line of achievement choice. A sentence that states only a subject, or topic, cannot be a main idea. WITHOUT AN OPINIONATED education, there is postcode to PROVE OR ARGUE, nothing worth discussi ng. NOT A MAIN IDEA My first grade teacher was old. A MAIN IDEA without a TOPIC and an OPINION makes a poor foundation for an ESSAY. 7 A NOTE ON PERSONAL AND IMPERSONAL WRITING Some main ideas and some essays are about the great unwashed and events in our own lives. They are derived from the writers personal experiences.The writer is prominently featured in this kind of writing. PERSONAL MAIN IDEA-My first grade teacher influenced my career choice. Other MAIN IDEAS do not deal directly with the writer. They are about people, things, and ideas that the writer is thinking about, but they have not necessarily been experienced by the writer personally. IMPERSONAL MAIN IDEA -Cold weather was the cause of the Challenger disaster. SUPPORTING THE MAIN IDEA The main idea states what the writer believes to be true. Once the writer has stated a main idea, he or she must prove that the main idea is plausible. This is done with SUPPORTING IDEAS.Without support ideas, there is no paragraph ther e is only a statement of the writers view or merely his or her opinion. SUPPORTING EVIDENCE can be of many types, including any or all of the following physical descriptions stories (narrative) examples comparisons discussion or analysis of cause and effect discussion or analysis of a process definitions division of a group into smaller ones statistical evidence quotations from authorities logical and reasonable arguments THE CLOSING OR CONCLUSION Every one-paragraph essay has an effective closing, something that makes the reader feel that the writer is finished.It might be one of the following a summary or restatement of the main idea a conclusion that can be drawn from the proof stated the repetition of a key phrase from the beginning of the work a particularly effective supporting detail that feels like an ending 8 V. Writing a Good Three Point Thesis A thesis is 1. The basic stand you take. 2. Your opinion on a subject. 3. The point you make. 4. The controlling idea. 5. The dire cting statement of your paper. PERSUADE THE READER THAT YOUR THESIS IS VALID. GENERAL SUBJECT Education LIMITED SUBJECT professor XTHESIS STATEMENT Professor X is an incompetent teacher. (Your purpose is to back up the statement, to persuade the reader). A THESIS IS NOT A TITLE. OR AN ANNOUNCEMENT. TITLE The craze of Divorce THESIS STATEMENT Too many people get divorced for trivial reasons. ANNOUNCEMENT My subject is the incompetence of Professor X. THESIS STATEMENT Professor X is an incompetent teacher. A THESIS IS NOT A STATEMENT OF ABSOLUTE FACT. A good thesis is restricted. A thesis limits or restricts your subject. A thesis keeps the paper from wandering over too great a territory.The more restricted the thesis, the better the chances are for supporting it fully. A unafraid THESIS IS UNIFIED. It expresses ONE MAJOR IDEA about its subject. A good thesis may sometimes include a secondary idea if it is strictly subordinated to the major one, but without that subordination the writer will have too many ideas to handle. A GOOD THESIS IS SPECIFIC. A GOOD THREE tiptop THESIS STATEMENT Professor X is an incompetent teacher because he grades unfairly, gives tests on materials not covered in his courses, and enjoys threatening students with failing grades. 9 VI. Writing a Good Conclusion ? ? ? ? The conclusion brings the essay to completion and gives the reader a sense of closure. The conclusion is memorable the writer saves something interesting for the end. The conclusion reminds readers of the thesis or restates it in different words. The conclusion provides a brief but well-worded analysis of the point of the paper. The conclusion ends with a distinctive sentence it may be a short sentence it may be an especially well-worded or thoughtful sentence it may be an image that stays with the readers. Concluding Strategies closing curtain by reflecting on the importance or implications of your thesis.End with a call to action. James Baldwin calls for an end to the injustices of racism in his conclusion to Notes of a Native Son One must never, in ones own life, accept these injustices as commonplace but must fight them with all ones strength. (102) End with a hook. Refer back to an idea, image, or question with which you began your essay. This gives your readers a satisfying sense of closure like a circle coming round. If, for example, you start an essay with a brief story about your mothers kindness, you can refer back to her kindness in your conclusion.Brian Courtney uses a hook from his title Freedom from Choice when he uses the word claim twice in his conclusion. End with a vivid image or picture that reinforces your thesis and helps readers feel what you mean. End with a quotation that reinforces your thesis in a memorable way. End with a question that leaves readers pondering the significance of your essay. In her essay Television and Free Time, Marie Winn argues that television programs what a child experiences. Her remainder sen tence is, When, then, is he going to live his real life? (Winn 155) End by offering a solution to a problem your essay concerns.End by striking a note of reasonable hope that a problem or an issue will get better. End with a prediction that logically follows from your thesis and evidence. 10 Conclusions to Avoid ? ? Avoid the one-sentence or very short conclusion. Like the one-sentence introduction, the one-sentence conclusion suggests there may be something wrong with the structure of your paper. The conclusion has a real purpose. It is the place where you should evaluate your evidence. In your conclusion you should tell your reader what the evidence means-what insights you draw from your paper.Avoid merely summarizing your paper or restating your thesis. The summary ending is a cliche that is so overused it seems amateurish. Avoid using an overused phrase, such as In conclusion or To sum up. Try to be original. Avoid drawing attention to yourself instead of drawing attention to your point Now that I have reached the end of this time-consuming paper Avoid raising any new or irrelevant subjects in the conclusion. By using effective titles, introductions, and conclusions, you will engage your audience more fully-you will help them pay attention to your thesis and supporting evidence.