Five Paragraph Essay 6/A+PAPERS. Persuasion in Daily Life Imagine that you overslept this morning...

Five Paragraph EssayFive Paragraph Essay

6/A+6/A+PAPERSPAPERS

Persuasion in Daily Life Persuasion in Daily Life

Imagine that you overslept this morning but still managed Imagine that you overslept this morning but still managed the following achievements: the following achievements:

You persuaded your mom that she should give you some You persuaded your mom that she should give you some money to buy breakfast on the way to school. money to buy breakfast on the way to school.

You persuaded a friend to give you a ride to school. You persuaded a friend to give you a ride to school.

How were you able to do all of this? You used your skills of How were you able to do all of this? You used your skills of persuasion to win another person over to your viewpoint. persuasion to win another person over to your viewpoint.

Persuasion in Daily Life Persuasion in Daily Life

Probably without being aware of it, you have developed Probably without being aware of it, you have developed skills of persuasion. These are skills that you will need skills of persuasion. These are skills that you will need throughout your life. throughout your life. – At work you will need to negotiate with your colleagues, employers, At work you will need to negotiate with your colleagues, employers,

and customers. and customers. – Socially, you will often want to persuade your friends to do what Socially, you will often want to persuade your friends to do what

you want to do, such as going to a particular movie. you want to do, such as going to a particular movie. – You may want to persuade your parents about the ideal place for You may want to persuade your parents about the ideal place for

the family vacation or convince them that they should extend your the family vacation or convince them that they should extend your curfew. curfew.

– Other people, in turn, will seek to persuade you, both those close to Other people, in turn, will seek to persuade you, both those close to you and those far removed, such as politicians, advertisers, and the you and those far removed, such as politicians, advertisers, and the media. media.

Forms of PersuasionForms of Persuasion

Persuasion can take many forms, including ads, Persuasion can take many forms, including ads, editorials, speeches, debates, phone calls, editorials, speeches, debates, phone calls, conversations, letters, memos, e-mail, pamphlets, conversations, letters, memos, e-mail, pamphlets, and essays, just to name a few. and essays, just to name a few.

This PPT focuses mainly on the most common This PPT focuses mainly on the most common persuasive writing assignment in school: the persuasive writing assignment in school: the persuasive essay. It also describes the basic persuasive essay. It also describes the basic methods that apply to all forms of persuasion.methods that apply to all forms of persuasion.

Understanding these methods will help you Understanding these methods will help you improve your ability to persuade and to analyze improve your ability to persuade and to analyze attempts by others to persuade you. attempts by others to persuade you.

Four Types of PersuasionFour Types of Persuasion

There are four main types of persuasion: There are four main types of persuasion: – using logic and evidenceusing logic and evidence– appealing to authorityappealing to authority– appealing to emotionsappealing to emotions– appealing to shared beliefs or identity. appealing to shared beliefs or identity. – Think about what method or methods will be most Think about what method or methods will be most

convincing to your audience. In a way, you are like a convincing to your audience. In a way, you are like a trial lawyer trying to persuade a jury. trial lawyer trying to persuade a jury.

Logic and Evidence Logic and Evidence

Logic is the use of clear reasoning to draw Logic is the use of clear reasoning to draw conclusions. conclusions.

You can use logic by supporting your You can use logic by supporting your argument with reasons backed up by argument with reasons backed up by evidence—specific statements of fact evidence—specific statements of fact (statements that can be proved or (statements that can be proved or disproved). disproved).

You are trying to prove that your opinion You are trying to prove that your opinion makes the most sense. makes the most sense.

Appeal to Authority Appeal to Authority

You can also point to authorities, just as trial You can also point to authorities, just as trial lawyers use expert witnesses. lawyers use expert witnesses.

When you refer to an authority—such as a When you refer to an authority—such as a person, an organization, or a book—you person, an organization, or a book—you expect that your audience will consider that expect that your audience will consider that source believable. source believable.

Depending on the topic, you might even Depending on the topic, you might even present yourself as an authority. present yourself as an authority.

Appeal to Emotions Appeal to Emotions

Persuasion can rely on a variety of emotions, such Persuasion can rely on a variety of emotions, such as anger, love, pity, guilt, pride, jealousy, sorrow, as anger, love, pity, guilt, pride, jealousy, sorrow, joy, and greed. joy, and greed.

For example, advertisers play on children's greed For example, advertisers play on children's greed to persuade them that they need the latest toy. to persuade them that they need the latest toy. Charities use images of starving people to arouse Charities use images of starving people to arouse feelings of guilt and pity and to raise donations. feelings of guilt and pity and to raise donations.

Emotionally charged words, words that have a Emotionally charged words, words that have a strong positive or negative slant, can also be strong positive or negative slant, can also be effective.effective.

Appeal to Shared Beliefs or Identity Appeal to Shared Beliefs or Identity

You might emphasize beliefs or You might emphasize beliefs or characteristics you share with your characteristics you share with your audience. audience.

With this method, you imply that they should With this method, you imply that they should share your opinion because you are "one of share your opinion because you are "one of them." them."

A variation is to imply that if they do not A variation is to imply that if they do not agree, they will be excluded from the "club" agree, they will be excluded from the "club" to which you both belong. to which you both belong.

Guidelines for Using Logic and Guidelines for Using Logic and Evidence Evidence

"That doesn't follow!" "What has that got to do with it?" "You're arguing "That doesn't follow!" "What has that got to do with it?" "You're arguing in circles!" "You're just telling one side of the story." To help you avoid in circles!" "You're just telling one side of the story." To help you avoid such criticisms, here are a few guidelines on using logic and evidence: such criticisms, here are a few guidelines on using logic and evidence:

– Be fair.Be fair.

– Don't let bias or prejudice take over. You will be more effective if Don't let bias or prejudice take over. You will be more effective if the audience sees that you have considered the other side. the audience sees that you have considered the other side.

– Don't ignore contrary evidence. Instead, show how evidence for Don't ignore contrary evidence. Instead, show how evidence for your claim is stronger than evidence against it. your claim is stronger than evidence against it.


Be clear.Be clear.

Define your terms. If your audience is not sure Define your terms. If your audience is not sure what you mean, they won't be able to follow your what you mean, they won't be able to follow your argument. If a word has more than one meaning, argument. If a word has more than one meaning, specify which meaning you are using. specify which meaning you are using.

If you use a term in more than one way, make the If you use a term in more than one way, make the meanings clear. meanings clear.


Be logical.Be logical.

Make sure your conclusions follow from the evidence. An incorrect conclusion is known Make sure your conclusions follow from the evidence. An incorrect conclusion is known as a as a non sequiturnon sequitur (Latin for "it does not follow"). (Latin for "it does not follow").

Don't make unsupported assertions. Don't make unsupported assertions.

Make sure that the evidence is relevant. Make sure that the evidence is relevant.

Don't pose a "false choice," that is, don't present only two causes, explanations, or Don't pose a "false choice," that is, don't present only two causes, explanations, or options, when there may be more. options, when there may be more.

Avoid false analogies—saying that if two things are alike in one way they must be alike in Avoid false analogies—saying that if two things are alike in one way they must be alike in others. others.

Avoid jumping to conclusions about cause-and-effect. Just because one event happened Avoid jumping to conclusions about cause-and-effect. Just because one event happened before another does not mean that the first event caused the second. before another does not mean that the first event caused the second.

Make sure that your reasons support your thesis statement rather than simply repeating Make sure that your reasons support your thesis statement rather than simply repeating it. it.


Be thorough.Be thorough.

Check to make sure that your evidence is Check to make sure that your evidence is accurate. accurate.

Gather enough evidence to make a strong Gather enough evidence to make a strong case. Avoid hasty generalizations based on case. Avoid hasty generalizations based on just a few examples.just a few examples.

Methods of Appealing to EmotionMethods of Appealing to Emotion

The core of your argument should be logic The core of your argument should be logic and evidence. However, some appeals to and evidence. However, some appeals to emotions may help, if used appropriately. emotions may help, if used appropriately. Four common techniques are:Four common techniques are:– verbal ironyverbal irony– HyperboleHyperbole– rhetorical questionsrhetorical questions– emotionally charged words. emotionally charged words.

Verbal Irony Verbal Irony

Verbal irony is the use of words to express Verbal irony is the use of words to express something that is different from, and often the something that is different from, and often the opposite of, the literal meaning. opposite of, the literal meaning.

It can catch the audience's attention to emphasize It can catch the audience's attention to emphasize a point. a point.

A famous example is Jonathan Swift's "A Modest A famous example is Jonathan Swift's "A Modest Proposal," written to point out the poverty of the Proposal," written to point out the poverty of the Irish working classes in the 1700s. He ironically Irish working classes in the 1700s. He ironically suggests that the poor give up their babies to be suggests that the poor give up their babies to be eaten by the rich, producing income for the eaten by the rich, producing income for the parents and ridding society of unwanted children. parents and ridding society of unwanted children.

Hyperbole Hyperbole

Hyperbole is exaggeration to emphasize an Hyperbole is exaggeration to emphasize an idea. idea.

Consider this example: "Release of Consider this example: "Release of chemicals from factories has caused deaths chemicals from factories has caused deaths in nearby cities. The factory owners are in nearby cities. The factory owners are murdering these people." Calling the owners murdering these people." Calling the owners murderers is an overstatement designed to murderers is an overstatement designed to have an emotional effect. have an emotional effect.

Rhetorical QuestionRhetorical Question

A rhetorical question is one asked merely for A rhetorical question is one asked merely for effect, with no answer expected. effect, with no answer expected.

For example, a politician might ask, "My For example, a politician might ask, "My opponent promised prosperity, and what do opponent promised prosperity, and what do we have?" we have?"

Rhetorical questions assume the audience Rhetorical questions assume the audience agrees, without requiring proof. agrees, without requiring proof.

Emotionally Charged Words Emotionally Charged Words

Emotionally charged, or "loaded," words are Emotionally charged, or "loaded," words are words that carry strong positive or negative words that carry strong positive or negative associations to get a reaction from the associations to get a reaction from the audience. Iaudience. I

In Shakespeare's In Shakespeare's Julius CaesarJulius Caesar, Mark , Mark Antony's speech after Caesar's murder Antony's speech after Caesar's murder effectively uses these techniques to sway effectively uses these techniques to sway emotions. emotions.

Methods of Appealing to EmotionMethods of Appealing to Emotion

Before using appeals to emotion, consider Before using appeals to emotion, consider the possible effects. the possible effects. – Irony may backfire if your audience thinks you Irony may backfire if your audience thinks you

mean what you say. mean what you say. – Hyperbole may make you appear unreasonable. Hyperbole may make you appear unreasonable. – Overuse of rhetorical questions may annoy your Overuse of rhetorical questions may annoy your

audience. audience. – Use emotional appeals sparingly. Use emotional appeals sparingly.

Varying Sentence Length and Using Varying Sentence Length and Using Repetition Repetition

Whether your argument is to be read or Whether your argument is to be read or listened to, its effectiveness depends not listened to, its effectiveness depends not only on the meaning of your sentences but only on the meaning of your sentences but also on their length and rhythm. A good also on their length and rhythm. A good argument may be weakened if it is written in argument may be weakened if it is written in a dull manner. a dull manner.


Mixing short sentences with long ones can help keep your Mixing short sentences with long ones can help keep your audience's attention and emphasize your main points. audience's attention and emphasize your main points.

Developing an idea into a long sentence can raise Developing an idea into a long sentence can raise expectations of what is to come and give extra power to the expectations of what is to come and give extra power to the idea. This technique becomes even more powerful if you idea. This technique becomes even more powerful if you follow a long sentence with a short one. follow a long sentence with a short one.

Repetition is another tool to highlight your main ideas.Repetition is another tool to highlight your main ideas. If your sentences flow smoothly and stress your key If your sentences flow smoothly and stress your key

points, your argument will have more impact. points, your argument will have more impact.


The "I Have a Dream" speech by Martin The "I Have a Dream" speech by Martin Luther King, Jr., is an excellent example of Luther King, Jr., is an excellent example of varying sentence length and using repetition varying sentence length and using repetition to great effect. The most memorable part of to great effect. The most memorable part of his speech is the repetition of "I Have a his speech is the repetition of "I Have a Dream," underscoring his hopes for racial Dream," underscoring his hopes for racial harmony. Those words continue to echo harmony. Those words continue to echo today. today.


Winston Churchill used repetition and sentence variety Winston Churchill used repetition and sentence variety effectively in his famous "We Shall Never Surrender" effectively in his famous "We Shall Never Surrender" rallying speech during World War II. rallying speech during World War II.

He repeated the pronoun He repeated the pronoun wewe to emphasize the nation's to emphasize the nation's unity in a common purpose. unity in a common purpose.

The clause "we shall fight" is used seven times in this short The clause "we shall fight" is used seven times in this short speech. speech.

Starting the last sentence with "we shall" sets up the Starting the last sentence with "we shall" sets up the expectation for another front to fight on. Then the switch to expectation for another front to fight on. Then the switch to "We shall never surrender," a short sentence after a long "We shall never surrender," a short sentence after a long one, gives even more force to the message. one, gives even more force to the message.

PlanningPlanning for your Essay for your Essay

Planning is the KEY to anything involved Planning is the KEY to anything involved with writing. Even the most experienced with writing. Even the most experienced writers must develop a plan before they sit writers must develop a plan before they sit down and write anything. Think about what down and write anything. Think about what teachers have to do before they come and teachers have to do before they come and stand in front of you. We would be stand in front of you. We would be completely ineffective if we didn’t PLAN. completely ineffective if we didn’t PLAN.

The same strategy applies to you as a The same strategy applies to you as a writer.writer.

The 5-25-5 PlanThe 5-25-5 Plan

Hint: Once the essay prompt has been passed Hint: Once the essay prompt has been passed out to you, go ahead and start reading through out to you, go ahead and start reading through the prompt immediately. Why? the prompt immediately. Why?

Your brain is a complex and wonderful muscle. Your brain is a complex and wonderful muscle. Without your permission or say so, by reading Without your permission or say so, by reading the prompt, your brain will start generating the prompt, your brain will start generating ideas for you to write about. Then, when the ideas for you to write about. Then, when the teacher reads the prompt to you, you will have teacher reads the prompt to you, you will have a better understanding of the topic.a better understanding of the topic.

The 5-25-5 Plan The 5-25-5 Plan

Once your time starts, take no more than Once your time starts, take no more than 5 5 minutes to brainstormminutes to brainstorm ideas on your prompt ideas on your prompt sheet—writing down everything that comes to sheet—writing down everything that comes to mind—and organizing your thoughts in a logical mind—and organizing your thoughts in a logical way that makes sense. Make an outline, list, Venn way that makes sense. Make an outline, list, Venn diagram, cluster, or other technique. diagram, cluster, or other technique.

Persuasive Essay: Choose your position and Persuasive Essay: Choose your position and come up with a come up with a minimumminimum of three supporting of three supporting arguments. arguments.

Outlining Your Argument Outlining Your Argument

After you are comfortable with your position, you are ready to After you are comfortable with your position, you are ready to outline your argument. Effective organization helps you to outline your argument. Effective organization helps you to structure your ideas and avoid later problems. structure your ideas and avoid later problems.

State at least three reasons for your argument. Each should State at least three reasons for your argument. Each should be distinct from the others and should support, rather than be distinct from the others and should support, rather than repeat, the thesis statement. A reason can defend your repeat, the thesis statement. A reason can defend your position, or it can refute an opposing reason. position, or it can refute an opposing reason.

Place your reasons in a logical order. Order of importance is Place your reasons in a logical order. Order of importance is often most effective, ending with the most important reason. often most effective, ending with the most important reason.

Plan to devote one paragraph to each reason, explaining and Plan to devote one paragraph to each reason, explaining and supporting each reason with relevant and specific evidence.supporting each reason with relevant and specific evidence.


After you have used no more than 5 minutes After you have used no more than 5 minutes to brainstorm and organize, to brainstorm and organize, use the largest use the largest portion of your time writing your essayportion of your time writing your essay. . This should take about 25 minutes. Make This should take about 25 minutes. Make sure that you are utilizing a sure that you are utilizing a different different supporting argument in each body supporting argument in each body paragraph. paragraph.


We are now up to 30 minutes. What should We are now up to 30 minutes. What should you do? you do?

Proofread and edit your workProofread and edit your work! Always ! Always leave a little bit of time to read over what leave a little bit of time to read over what you wrote. This way you can make changes you wrote. This way you can make changes or corrections before the time is called. or corrections before the time is called.

Do not get a lower score on the essay due Do not get a lower score on the essay due to careless mistakes. to careless mistakes. AlwaysAlways proofread proofread and edit your essay. and edit your essay.

Paragraph #1Paragraph #1 The introductory paragraph sets the tone and should capture your The introductory paragraph sets the tone and should capture your

audience's interest audience's interest SENTENCE 1—HOOKSENTENCE 1—HOOK

– Restate prompt in form of a question, scenario (“Imagine…”), Restate prompt in form of a question, scenario (“Imagine…”), anecdote, or strong introductory statement.anecdote, or strong introductory statement. Example: Are school uniforms beneficial, or do the place Example: Are school uniforms beneficial, or do the place

unnecessary restrictions on students?unnecessary restrictions on students? Example: Imagine a school environment where every student Example: Imagine a school environment where every student

looks the same and students are unable to express themselves. looks the same and students are unable to express themselves. Example: Imagine what it would be like to sleep later every Example: Imagine what it would be like to sleep later every

morning because there is no need to find something to wear to morning because there is no need to find something to wear to school. school.

SENTENCE 2—RESTATE PROMPTSENTENCE 2—RESTATE PROMPT---Whatever the topic, state it here and whether you agree or disagree!---Whatever the topic, state it here and whether you agree or disagree!Example: School uniforms are unnecessary for several reasons. Example: School uniforms are unnecessary for several reasons.

Paragraph #1Paragraph #1 Sentence 3: Thesis StatementSentence 3: Thesis Statement

One sentence that gives your three (3) reasons for One sentence that gives your three (3) reasons for OR against the topic!OR against the topic!

A thesis statement for a persuasive essay is also A thesis statement for a persuasive essay is also called a position statement, proposition, claim, or called a position statement, proposition, claim, or contention. contention.

Example: Uniforms are uncomfortable, expensive, Example: Uniforms are uncomfortable, expensive, and inconvenient for students. and inconvenient for students.

Example: Uniforms promote safety, prevent Example: Uniforms promote safety, prevent stereotyping, and prepare students for a work stereotyping, and prepare students for a work environment. environment.

Paragraph #1Paragraph #1

Read the example that Read the example that follows. follows.

Hook, restate prompt, and Hook, restate prompt, and give three reasons!give three reasons!

EXAMPLE of Paragraph #1EXAMPLE of Paragraph #1

Do speed limits prevent Do speed limits prevent accidents or are they unnecessary accidents or are they unnecessary deterrents? The posted speed deterrents? The posted speed signs in the student lot must be signs in the student lot must be obeyed. Following the speed limit obeyed. Following the speed limit keeps students safe, prevents keeps students safe, prevents student car accidents, and allows student car accidents, and allows everyone to leave school everyone to leave school expediently.expediently.

Writing the Body Paragraphs Writing the Body Paragraphs

The body of your argument should contain at least three The body of your argument should contain at least three clear and distinct reasons that make your opinion the clear and distinct reasons that make your opinion the correct one. correct one.

Each reason should be explained clearly and be supported Each reason should be explained clearly and be supported with evidence. with evidence.

It is better to develop a small number of reasons in depth It is better to develop a small number of reasons in depth than to skim many reasons superficially. than to skim many reasons superficially.

Reasons are typically opinions, beliefs that can neither be Reasons are typically opinions, beliefs that can neither be proved nor disproved. Therefore, they cannot stand on proved nor disproved. Therefore, they cannot stand on their own but should be supported by statements of fact, their own but should be supported by statements of fact, statements that can be proved or disproved. statements that can be proved or disproved.

If you have accurate statements of fact as supporting If you have accurate statements of fact as supporting evidence, your argument will be more convincing. evidence, your argument will be more convincing.

Paragraph #2: 5-7 sentencesParagraph #2: 5-7 sentencesBegin with a transitional Begin with a transitional word.word.

-Primarily, -Primarily, -First,-First,-One reason/instance-One reason/instance

Then, state your first Then, state your first reasonreason..

Paragraph #2: 5-7 sentencesParagraph #2: 5-7 sentences Sentences 2, 3, and 4.Sentences 2, 3, and 4. Give three (3) good, concrete Give three (3) good, concrete

examples to support your first reason examples to support your first reason from your thesis statement. from your thesis statement.

Use a combination of the four types of Use a combination of the four types of persuasion (an appeal to emotion and persuasion (an appeal to emotion and an appeal to authority, for example). an appeal to authority, for example).

Paragraph #2: 5-7 sentencesParagraph #2: 5-7 sentencesSum up the paragraph.Sum up the paragraph.

–You need a good, concluding You need a good, concluding sentence to end your 2sentence to end your 2ndnd paragraph.paragraph.

–Remember to limit your linking Remember to limit your linking verbs (is, are, was, were, etc.) verbs (is, are, was, were, etc.) Use action verbs.Use action verbs.

Review Paragraph #2Review Paragraph #2 5-7 sentences 5-7 sentences

Transitional word + intro Transitional word + intro sentencesentence

3 good examples3 good examplesConcluding sentenceConcluding sentence

Example of Paragraph #2Example of Paragraph #2Primarily, a posted speed limit Primarily, a posted speed limit

keeps students safe. If a student keeps students safe. If a student ignores the speed limit in a parking lot, ignores the speed limit in a parking lot, he/she might hit another student he/she might hit another student walking to a car. Other cars may also walking to a car. Other cars may also be damaged by a speeding student. be damaged by a speeding student. Damaging another car might hurt your Damaging another car might hurt your pocketbook, but injuring another pocketbook, but injuring another student could cause irreparable student could cause irreparable psychological damage. Students psychological damage. Students protect themselves and others when protect themselves and others when they follow the speed limit.they follow the speed limit.

Paragraph #3: 5-7 sentencesParagraph #3: 5-7 sentences

Start with another transitional wordStart with another transitional word

--Second,--Second,

--Moreover,--Moreover,

--Also,--Also,

--Furthermore,--Furthermore,

Then, start the introductory Then, start the introductory sentence.sentence.

Paragraph 3Paragraph 3

Again, give 3 really good, Again, give 3 really good, concrete examples.concrete examples.

Watch those linking verbs (is, Watch those linking verbs (is, are, am ,was, were)are, am ,was, were)

Concluding sentenceConcluding sentence

Paragraph 3Paragraph 3Furthermore, following the speed Furthermore, following the speed

limit prevents car accidents. Hitting limit prevents car accidents. Hitting another car can cause a big traffic jam. another car can cause a big traffic jam. Then, the police arrive and write a Then, the police arrive and write a ticket to the person at fault. The ticket to the person at fault. The offender ends up in court and may lose offender ends up in court and may lose his or her license. Additionally, his or her license. Additionally, insurance costs often go up for the insurance costs often go up for the responsible party. Keeping your car at responsible party. Keeping your car at the posted speed limit prevents many the posted speed limit prevents many traffic and financial headaches.traffic and financial headaches.

Paragraph #4Paragraph #45-7 sentences5-7 sentences

Transitional wordTransitional word

-Third,-Third,

-In addition, -In addition,

-Finally, -Finally,

-A final reason-A final reason

Vary your transitions; don’t use the same Vary your transitions; don’t use the same transitions in every paragraph.transitions in every paragraph.

Introductory sentence with last reason in Introductory sentence with last reason in thesis statement.thesis statement.

Paragraph #4Paragraph #4Sentences 2, 3, and 4 should Sentences 2, 3, and 4 should

again be good, concrete again be good, concrete examples to support your examples to support your reason.reason.

Watch linking verbsWatch linking verbsSentence #5 concludes this Sentence #5 concludes this

paragraph.paragraph.

Example of Paragraph #4Example of Paragraph #4Finally, adhering to the speed limit Finally, adhering to the speed limit

allows everyone to leave the parking lot allows everyone to leave the parking lot safely and efficiently. If students follow each safely and efficiently. If students follow each other out of the lot slowly, it takes other out of the lot slowly, it takes approximately 10 minutes for the lot to clear. approximately 10 minutes for the lot to clear. A student may save only a minute or two by A student may save only a minute or two by cutting in front of others or speeding to or cutting in front of others or speeding to or from the parking spaces. Getting to work from the parking spaces. Getting to work one to two minutes earlier does not one to two minutes earlier does not necessitate the risk inherent in speeding. If necessitate the risk inherent in speeding. If everyone heeds the speed limit, everyone everyone heeds the speed limit, everyone gets home in a timely, orderly fashion. gets home in a timely, orderly fashion.

Writing the Conclusion Writing the Conclusion

A closing paragraph should not simply restate your A closing paragraph should not simply restate your reasons. reasons.

Effective conclusions wrap up your main points Effective conclusions wrap up your main points and link them together. and link them together.

They help to put your argument into perspective They help to put your argument into perspective and let the reader know that you have finished. and let the reader know that you have finished.

The introduction and conclusion should fit together The introduction and conclusion should fit together because they emphasize your line of reasoning. because they emphasize your line of reasoning. The reader should have the feeling of coming full The reader should have the feeling of coming full circle. circle.

Paragraph #5-ConclusionParagraph #5-Conclusion3 sentences3 sentences

Transitional words meaning conclusion:Transitional words meaning conclusion:

--In conclusion,--In conclusion,

--Ultimately,--Ultimately,

--Overall, --Overall,

--Consequently,--Consequently,

--Therefore,--Therefore,

--Accordingly,--Accordingly,

--Thus,--Thus,

Paragraph #5 Conclusion Paragraph #5 Conclusion 3 sentences3 sentences

List three (3) reasons again List three (3) reasons again with attention to the prompt.with attention to the prompt.

Conclude with a strong Conclude with a strong sentence that leaves the sentence that leaves the reader with a good overall reader with a good overall impression of your essay.impression of your essay.

Conclusion ExampleConclusion ExampleIn conclusion, all students In conclusion, all students

should follow the posted signs should follow the posted signs when entering or leaving the school when entering or leaving the school parking lot. Student safety, parking lot. Student safety, prevention of accidents, and prevention of accidents, and orderly traffic flow occur when orderly traffic flow occur when students obey the speed limit. students obey the speed limit. Students who endanger others by Students who endanger others by not complying with the rules should not complying with the rules should lose parking privileges.lose parking privileges.

Five Paragraph EssayFive Paragraph Essay 21-27 Total sentences (MINIMUM) 21-27 Total sentences (MINIMUM)

– 3 sentences in intro and conclusion paragraphs3 sentences in intro and conclusion paragraphs– 5-7 sentences in body paragraphs5-7 sentences in body paragraphs– Discuss a different supporting argument in each Discuss a different supporting argument in each

body paragraph. Use specific, persuasive body paragraph. Use specific, persuasive arguments! arguments!

Limit linking verbsLimit linking verbs Support your reasons with good examples.Support your reasons with good examples. May mention a new argument in conclusion but do May mention a new argument in conclusion but do

not forget to summarize your other argumentsnot forget to summarize your other arguments

ProofreadingProofreading

When When proofreadingproofreading your essay, check the your essay, check the content.content.– Have you used the same argument in more Have you used the same argument in more

than one body paragraph?than one body paragraph?– Does each body paragraph include specific Does each body paragraph include specific

examples? examples? – Does each paragraph use transitions?Does each paragraph use transitions?– Do you have the appropriate number of Do you have the appropriate number of

sentences in every paragraph?sentences in every paragraph?– Is the essay interesting and thought-provoking?Is the essay interesting and thought-provoking?

EditingEditing

When When editingediting the essay, check for careless errors such as: the essay, check for careless errors such as:– Commonly confused words (it’s vs. its; your vs. you’re; Commonly confused words (it’s vs. its; your vs. you’re;

affect vs. effect). affect vs. effect). – Punctuation mistakes Punctuation mistakes – FragmentsFragments– Run-on sentences Run-on sentences – Capitalization mistakes Capitalization mistakes – Errors in subject/verb agreement or pronoun/antecedent Errors in subject/verb agreement or pronoun/antecedent

agreement agreement – Abbreviations and contractions (including “etc”). Avoid Abbreviations and contractions (including “etc”). Avoid

these entirely. these entirely. – Avoid second person point of view as much as possible Avoid second person point of view as much as possible

(you, your). (you, your).

Scoring Scoring

The TCAP Writing Assessment is graded The TCAP Writing Assessment is graded holistically, which means that the scorer holistically, which means that the scorer evaluates the overall effectiveness of the evaluates the overall effectiveness of the essay. essay.

The grade scale is 1-6, and scores of 4-6 The grade scale is 1-6, and scores of 4-6 are considered proficient. are considered proficient. – 4 = competent 4 = competent – 5 = strong5 = strong– 6 = outstanding 6 = outstanding

Five Paragraph Essay 6/A+PAPERS. Persuasion in Daily Life Imagine that you overslept this morning...

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