Synthesize your self-analysis with a 10-sentence abstract by completing this TS and both ST sections (i.e., fill in the spots/ellipses):

1. A) Do you organize logically(every paragraph)?

 

• Introduction:Do you use the 3 P’s—Purpose, Problem, Preview?  Your intro should be clear and direct—approximately three to five sentences in length.  In the first sentence, tell your audience why you’re writing (purpose), then explain the topic (often a problem of some sort) in general, and end by telling your reader what the paper covers (a preview of your TS ideas: point to the headings/TS topics).

 

2)   Body Paragraphs:  After stating your TS (topic sentence), do you STIR at least twice?  “ST” means structural point,

“I” is its illustration, and “R” offers reasoning to explain why the example supports your point.  After you’ve chosen a focusing topic for a supporting pgh, you must determine the best way to communicate your idea—i.e., a plan.  Thus, think SERIOUS:

S = steps: build the pgh around chronology, some “Process.”
E = effects: break down the consequences of the topic, the second half of “Cause-Effect.”
R = reasons: use the topic’s causes to structure the pgh, the first half of “Cause-Effect.”
I = illustrations: directly construct a narrowed topic around examples or “Illustrations.”
O = opposites: form the pgh around opposing sides of the topic (or two opposing topics), the second half of “Compare-Contrast.”
U = units or parts: divide the topic into its sub-sections or “Classification.”
S = similarities: look for and structure the pgh around related aspects of one or more topics,   the first half of “Compare-Contrast.”

Each letter in that acronym offers a different way to build the body paragraph, the clear organization helping readers to navigate a body pgh’s content.  Note that the SERIOUS acronym can help you not only to control and communicate information, but also to generate ideas.

 

3)   Conclusion:  As with an intro, your short exit pgh should be clear and direct.  Think NCIS—i.e., the

Next step, Contact Info, and a very quick Summary.  For a clear progression of these ideas, maybe start your conclusion with the quick summary.  This exit pgh should be short (maybe three sentences), usually.

 

1. B)Do you incorporate visualseffectively?  A visual makes your information stand out.
2. Do your two headings (one each per body pgh) point clearly to your paper’s purpose and to their respective topic sentences?  Tip: Parallel your headings (perhaps by beginning both with “ing” phrasing, nouns, or commands) and phrase them to reflect/repeat your body pghs’ topics.
3. Do you introduce your visual (list or table) with a clear statement and then a colon?  Tip: Since a visual often forms the body of a pgh, your TS will often announce a visual.
4. Do you finish your pgh after a list or table (diagram, graph, etc.) by pointing to an item or row that needs more development?  Tip:  Think of your reader’s interests and needs.
5. Do you provide a clear, centered title and subtitles for your table?  Tip:  Under subtitles, do not center the rows’ information, because info’s easier to read when lined up in columns.
6. C) Do you focus clearly(all three levels)?

 

• Purpose(paper’s main focusing point)—your reason for writing: aka the “thesis” in academic papers.  Containing a topic (paper’s overall subject) and a controlling idea (what you’re saying about the subject), this statement must be direct and clear.  To phrase your purpose, use words from the directions sheet.  Also, if the directions contain one main question, answer it to create a clear purpose.   If your boss/instructor asks no question, then turn the topic(s) from the directions sheet into one and answer it.  Start your intro with your purpose—i.e., tell why you are writing.

 

• Topic Sentence(body pgh’s main focusing point).  Containing a narrowed topic and your purpose’s controlling idea, each TS must point clearly to the purpose (and to its heading), so use the same or similar wording.  Make a TS as short as possible, though, since excess nouns could be misconstrued as the pgh’s topic.  To keep yourself focused, try underlining your TS when you’re writing its body pgh.

 

• Structural Points(TS’s structural plan).  Containing an even narrower topic than the TS’s, each ST needs to stand out clearly since it begins a shift into a new idea, each breaking down the TS into a plan.  To highlight an ST, offer transitional phrasing (First, In addition, Finally,, or adverbs (Mainly, Clearly, etc.), numbers (A second step …), or prepositional phrases (To start, Later in the piece, By the end, etc.) and refocus readers by pointing to the TS’s topic.

 

1. D)  Do you develop specifically(after ST’s in the body pghs)?  Be specific, thorough, and a bit methodical, not assuming that readers understand your points.

 

1. Illustrations(specific proof), such as quotations (from a text or an expert), statistics, examples, comparisons, descriptions, etc.  For quoted illustrations, be sure to offer introductory phrasing, such as “According to ___” and “As stated by ___.”  ICE quotations: Introduce, Cite, E

 

2. Reasoning(explanations)—do not assume that readers see how an example proves a point; instead, explain clearly, specifically, and methodically.  To explain after quotations, use key-word reasoning by finding the one or two connotative words that sum up the entire quotation and by using them (in quote marks or italics) to explain why the illustration shows the structural point—e.g., Through the negative word chaos, the author implies that …  or  Due to this “chaos,” the situation …   Also, when creating reasoning, be sure to unify your content by referring to and repeating the specific ST topic—e.g., a “false analogy” STIR section could be unified around that title, as well as words like “comparison,” “link,” “connection,” etc.

 

3. Research formatting(MLA for Projects One and Two, APA for the reports).  The key is to match what you say in your paper with the source’s beginning—usually an author’s name, but sometimes an organization (no author displayed) or even an “article title” (no author or organization displayed).  Note these examples (three MLA and then three APA):

 

1. John Jones states, “The MLA is just author and page number” (44).
2. According to the Department of MLA Formatting, “Cite right” (par. 2).
3. As stated in “Research Formatting,” “Use the article or screen title if no other ‘author’ is displayed” (par. 3).

 

1. Jones (2017) states, “An APA sentence often shows two citations” (p. 44).
2. According to the Department of MLA Formatting (2015), “Cite right” (para 2).
3. As stated in “Research Formatting” (2016), “Use the article or screen title if no other ‘author’ is displayed” (para 3).

 

For these examples, the list of sources would begin with Jones, Department of MLA Formatting, and “Research Formatting”—see what I mean by matching?  Web sources often show no page number (although pdf files usually do), so just cite the paragraph number instead.  Note that if you don’t use the source when you introduce the research, put that info in the citation—as shown here (MLA then APA):  According to a composition expert, “The MLA is just author and page number” (Jones 44).  According to a composition expert (as cited in Jones, 2017), “…” (p. 44).

 

1. E)  Do you follow directionsfaithfully? Always understand what your teacher or boss wants by studying the directions sheet (before you plan and write) and then checking it again (before submitting the paper for grading).  These are some of the elements that need to be checked for our papers:

 

 

1. Purpose:Do you do what the directions called for?  For instance, if you argue when you should just explain (or vice versa), your paper will not be successful.  Tip: To phrase your purpose and topic sentences, use the main words from the directions sheet.

 

2. Length: Do you offer enough information (or too much)?  Note the paragraph lengths (esp. the non-visual ones) in my models—plenty of organized info, but not too much.

 

3. Format:Do you use single-spaced lines, size 12 print, a standard font (Times New Roman, Calibri, etc.), one-inch margins, a line space between paragraphs (and before and after visuals—use Ctrl/left-bracket keys to play with spacing), and any other format requirements from the directions sheet or class notes (such as genre format elements)?

 

4. Research:  Do you provide enough (at least two brief ICE’d research quotations per body pgh), add it throughout each body pgh (not just at the ends), and use the designated format (such as APA, MLA, etc.) correctly?  Do you provide a correct list of your sources, too?  Some assignments, such as formal reports, need even more than two pieces of research per body pgh, so add ICE’d paraphrased research, too.

 

1. F)  Do you check your present paper for past revision needs?Use the space below to remind yourself (meta-cognition) about past paragraphing control issues—i.e., my orange suggestions.

 

Project One:

 

Pro Two:

 

Pro Three:

 

Pro Four: