Body Paragraphs
Assignment | Topic Sentences | Review Questions | Submission | General info and Parts of a Paragraph | Sample Paragraph -- with Descriptive Breakdown | Suggested Steps to Write a Paragraph
Overview
The paragraph serves two purposes: it gives you a chance to compose
your thoughts on the work, and helps you practice writing concise body
paragraphs. The paragraph should work as an independent
body paragraph that's part of an essay.
That last sentence is so important it bears repeating: each body
paragraph should be able to function as a body paragraph in an essay on
the story/topic. Thus, you should think of the assignment as
addressing two points – the larger point of the hypothetical essay, and
the narrower point of your individual paragraph.
If the
point of your “essay” is that Sammy from “A&P” is a realistic hero,
your paragraph should start with that basic premise, but then narrow it
down to one specific aspect of the story – for instance, that he does
not get the girls at the end – that proves your point. Example?
How about Sammy is a realistic hero because his character is flawed.
In this case, the hypothetical “essay” would argue that Sammy is a
realistic hero, and the paragraph would prove that he is by showing how
his character flaws make him one (a realistic hero, that is).
As
you can see, the paragraph is designed to help you focus and develop
specific, detailed responses to a topic, sharpening your thinking and
writing abilities until your brain bleeds – failing that, they’ll make
you better person. More practically, this focus forces you to
think critically about a particular work, coalescing those thoughts
swirling around your head into a specific argument – which you form
into a paragraph.
When writing the paragraph, the most
important things to remember are planning, drafting, and revision; in
other words, the things you learned in English I. Writing a good body
paragraph will take more than one draft, but since it is short, you
should have the time to complete several.
Assignment
Choosing one of the sentences labeled "Topic Sentences for Body
Paragraphs" in the syllabus, write an argumentative paragraph that
proves the validity of the topic sentence. Review the suggestions below
and on the course site for drafting and revision. Follow the submission instructions below.
Grading will be based on the following criteria:
Content: Paragraph
uses specific quotes and examples from the story to prove the argument
and includes a full and complete discussion of why and how a particular
quote or word proves your point. The depth and insight of the
explanation will be the main basis of the grade.
Proofreading: Sentences that are clear and no more than 2 major errors.
Major errors:
Sentence fragments, run-on sentences, verb-tense error, subject-verb
agreement error, unclear phrasing/tangled wording, words that I cannot
decipher, and spelling/wrong word error.
Topics
- Updike continues his critique of America by calling attention to our blind conformity.
- Walker shows her approval of Mrs. Johnson's view of heritage as memory and tradition by making Dee an unsavory character.
- The description of Emily's house suggests the death and decay of the upper classes.
- Lack of communication is another problem in Norma and Leroy's relationship.
Review Questions Use these questions to guide the revision of your paragraph. - Which word in the topic sentence connects back to the division statement? To the thesis?
- Is
a definition or general explanation needed to frame the paragraph? What
information would a reader need to understand the argument the writer
is about to make?
- Where is more context needed to introduce a quote?
- Where is more detail (quotes, descriptions) from the literary work needed?
- Knowing
that the explanation should connect/explain how the examples prove the
topic sentence, where do you need to “see” more of your argument?
Consider where a “real-life” example or analogy would help?
- Where
could you explain how the actual words (their verb tense, connotations,
image patterns, tone, etc.) of the quote back up the argument of the
paragraph?
- Where do you lose the train of the writer’s thinking?
- Is your secondary source introduced?
- Is your secondary source working or do you need a different quote?
- Do you connect it to your main point?
- Do you tie up the paragraph by refering back to the main point at the end?
Submission Requirements
Click on the Assignments link from our Canvas page and then follow the instructions for both Rough and Final Draft of Body Paragraph 1.
General Paragraph Notes
Follow the directions below for more specific instructions on body paragraphs
Parts of a Body Paragraph
- Topic
sentence: The controlling idea of a paragraph. Usually phrased as a
statement or claim that needs to be proved, it is related to and helps
prove the thesis.
- Definitions/Explanation of topic sentence
- An definition/explanation of any general words in your main point.
- Quotes (see below)
- Context to introduce quote
- Direct quote from literary work
- Explanation of how and why quote proves the point of the paragraph
- Use repetition within the paragraph can keep the reader focused
- Conclusion
- Sentence to wrap up your thoughts on the paragraph. Refer back to the main point?
Incorporating Quotes
Three parts to setting up a quote
- introduce quote and provide context so reader can understand why you're using it.
- This
serves two purposes: 1) it sets up your point/argument by telling the
reader why you’re bringing up a particular source or quote, and 2) it
gives the reader information to help identify the speaker or place the
speaker or example in the given work. For example, if using a
quote from "A&P," you might say Sammy knew that he was not going to
be like a typical hero and "get the girl" at the end of the story. As
he walks out into the parking lot, he looks for "my girls," but notes
that "they’re gone, of course" (17). The "of course," with its knowing
air, suggests that Sammy, even before he stepped outside, realized that
his heroic deed would go unnoticed by the girls. Context helps readers
by making the reader think "Oh yeah, now I remember that part" and by
letting readers better understand (and thus agree with) your argument
by framing it in a manner so they can understand it. By setting
up your example so clearly, your argument flows logically from your
example and explanation leaving the reader with a satisfied "Ahhh" as
opposed to a befuddled "huh?"
- "insert quote and" (citation)
- In
essays on literature, this usually consists of direct quotes from the
primary source which prove/illustrate the argument you are making.
Evidence could also be quotes or summaries from secondary
sources. These are all used to show the reader how you reached
your opinion (see explanation below for the second half of this dynamic
duo).
- explain how/why quote proves your point – focus on individual words or actions: repetition helps.
- By
answering the "why," "how," and "what" of your evidence, explanations
prove your argument. As you draft and revise each paragraph,
literally ask yourself the following questions each time you offer
evidence: "How does this prove the focus of this paragraph?" or "Why
should the reader know this?" or "What does this prove?" Details,
evidence, and sources are mute: you must give them a voice by telling
the reader exactly how and why they prove your point.
Remember, the reader is a duh-head: he or she cannot understand what
you are saying – ya’ gotta make clear. To be blunt, try adding at
least two complete sentences of explanation.
Sample body paragraph
Sammy
is an everyday hero because his character is flawed. Writers often use
character flaws – vanity, egoism, etc. – to make a particular character
more realistic, more human. After all, few “real” people are
without flaws and instead of making readers dislike the character, they
can, if used artfully, generate a feeling of sympathy. Sammy is not
perfect, nor does he pretend to be. Just like everyone else in the
world, Sammy has his imperfections. This makes him a realistic hero
because he is just that - real. For instance, consider his chauvinistic
view of women. When he poses the question "You never know for sure
how girls' minds work (do you really think it's a mind in there or just
a little buzz like a bee in a glass jar?)" (15), it is clear that he is
a person, like many other nineteen year old males, with a limited and
stereotypical understanding of women. Even his descriptions of the
girls, with their focus on the physical, illustrates his prejudiced
views of women. One has "a broad soft-looking can" (15), and Queenie's
chest is described as "the two smoothest scoops of vanilla [Sammy] has
ever seen" (19). Instead of focusing on the girls as individuals, he
divides them into parts: a "can," a chest. Yet these flaws do not
negate his actions. He does, in fact, tell Lengel that what he did was
wrong and that he "didn't have to embarrass them" (19). He is an
ordinary boy with ordinary flaws, but he uses his courage to quit his
job for the girls that got embarrassed. He would be considered a hero
in everyday life. |
Paragraph above broken into parts
Topic sentence
Sammy is an everyday hero because his character is flawed.
Definition/explanation of topic sentence
Writers
often use character flaws – vanity, egoism, etc. – to make a particular
character more realistic, more human. After all, few “real”
people are without flaws and instead of making readers dislike the
character, they can, if used artfully, generate a feeling of sympathy.
Sammy is not perfect, nor does he pretend to be. Just like everyone
else in the world, Sammy has his imperfections. This makes him a
realistic hero because he is just that - real.
Quotes – 3 part set up 1) introduction 2) quote 3) explanation
Introduction/context
For instance, consider his chauvinistic view of women. When he poses the question
Quote
"You never know for sure how girls' minds work (do you really think
it's a mind in there or just a little buzz like a bee in a glass jar?)"
(15),
Explanation
it is clear that he is a person, like many other nineteen year old
males, with a limited and stereotypical understanding of women.
Introduction
Even his descriptions of the girls, with their focus on the physical, illustrates his prejudiced views of women.
Quote
One has "a broad soft-looking can" (15), and Queenie's chest is
described as "the two smoothest scoops of vanilla [Sammy] has ever
seen" (19).
Explanation
Instead of focusing on the girls as individuals, he divides them into
parts: a "can," a chest. Yet these flaws do not negate his actions. He
does, in fact, tell Lengel that what he did was wrong and that he
"didn't have to embarrass them" (19).
Conclusion
He is an ordinary boy with ordinary flaws, but he uses his courage to
quit his job for the girls that got embarrassed. He would be considered
a hero in everyday life.
| Does
this seem programmatic? It is. Most reasoned, academic writing follows
particular formats. Your challenge is to take the form and make it sing. |
Suggested steps to writing a paragraph
- Make a list of sentences to use for evidence
- Define any ideas in topic sentence
- Provide context to set up quotes
- Make sure quote is connected to topic sentence
- Explain how a quote is connected to the topic sentence
- Repeat focus/argument word from topic sentence to keep readers, uh, focused on your argument
- Revision
- Revise by deletion: take out whatever doesn't fit with argument
- Revise by addition: explain how a particular word makes your point; use an analogy to make your argument clearer
- Proofreading
- check for correct grammar
- transitions between sentences -- repetition of word from previous sentence?
- double space lines
- cite properly (see "Citing Sources" link for instructions)
© David Bordelon
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