Paper 1 Topic sentence & body paragraphs

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Goals for today 

Using an example response to assess structure 

Re-visiting your body paragraph and giving feedback and ways to improve 

Using phrases to introduce style, purpose, evidence, explain and link. 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Stupefaction 

Word of the day

Stupefaction (n) - astonishment; the act of stupefying 

Stupefy = in an insensible state

'make' insensible

In his stupefaction Aysgarth sounded as outraged as a scientist who had obtained an apparently impossible result in the laboratory.

amazement, bewilderment, perplexity, stupor, surprise, wonder, wonderment, dumbfounded, transfixed

Central Idea 

Do not write about the text.  

instead, write about how the author uses the text to communicate a message to the reader. 

Components BPs & topic sentences 

Topic sentence has an insightful idea and keywords linked to the guiding question 

Textual references 

Stylistic features 

author/reader relationship 

Highlighting protocol 

Topic sentence with an insightful idea and keywords linked to the guiding question 

Textual references

Stylistic features 

author/reader relationship

transition/linking words  

Evaluative language 

Highlight the body paragraph. 

Write a key to show to the author how you found, or did not find, these key elements in their body paragraph. 

Respondent 1 

Topic sentence. Does the topic sentence reflect the content of the BP? Does the TS include an insightful idea? Does the TS reflect or refer to the guiding question? Does the TS establish the topic of the paragraph without being too broad (not giving focus to the paragraph) or too narrow (restricting what you can discuss in your paragraph) 

WWW and EBI for the topic sentence

WWW= What Went Well 

EBI = Even Better If ... 

Respondent 2 

Evidence. Is the evidence embedded where possible?  Is the evidence relevant to the point being made? Is there sufficient evidence to support the main idea of this BP? 

WWW and EBI for the evidence

WWW= What Went Well 

EBI = Even Better If ... 

Respondent 3 

Analysis and stylistic features. Is the evidence considered in the light of the topic sentence (main idea of the BP)? Are the stylistic/ technical features of the evidence named and the effect of these discussed? Is the relationship between the author and the reader discussed? Is the last sentence a consideration of the topic of the paragraph or the thesis statement?

Give constructive criticism 

WWW and EBI for the topic sentence

WWW= What Went Well 

EBI = Even Better If ... 

Goals for today 

Using phrases to introduce style, purpose, evidence, explain and link. 

Conclusion construction 

Chapter 4 The Great Gatsby completion 

General statement 

Specific statement(s)

Thesis statement

Thesis statement 

Specific statement(s)

General statement

INTRODUCTION

CONCLUSION

Prose fiction

Feedback 

Having highlighted the body paragraph, you should be able to see which of the building blocks of a good analytical body paragraph are missing and which are present. 

Give the student a WWW (what went well) and an EBI (even better if) feedback. 

Give the BP back to me and I will distribute it to the correct student. 

POINT style & pupose 

POINT - Words that set up 'style'

Through the use of...

The author uses... to....

The text's use of...

POINT - Words that set up purpose

... the text aims to...

... the writer conveys a message that...

... the author targets...

POINT purpose & EVIDENCE 

POINT - Power verbs for purpose

... comments critically on...

... spread awareness about...

... questions why...

... convinces readers to...

EVIDENCE - Words that set up quotes

... as illustrated in line...

... which is expressed in line...

... which is evidence by the use of...

... which is depicted in the photograph/image  where one sees ...

EXPLAIN 

EXPLAIN - Words that identify a specific feature

This use of metaphor...

This example of juxtaposition...

By using hyperbole like this...

This symbol creates a sense of...

EXPLAIN - The effects of language on the reader

... captures the reader's imagination

... reminds the readers that...

... suggests / implies that...

... evokes a sense of...

... appeals to the reader's sense of...

 

LINK 

LINK - Adverbs that evaluate

 

... effectively conveying the message...

... cleverly revealing that...

... implicitly suggesting that...

... adeptly persuading readers to...

Conclusion 

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Rephrase your thesis statement

Rephrase your thesis statement. Avoid repeating your thesis statement as it appears in your introduction. Change the language and word choice in the original thesis statement so that it reflects the analysis that you have shown in your literary essay.

Another option is to revise your thesis statement to be more clear, making  edits to it. Go back to your introduction and read your thesis statement again. Then, keep your thesis statement in mind as you read over your body paragraphs. Consider whether your thesis statement still feels relevant to your essay, or if it could be revised. 

Rephrase but do not repeat

Start with your revised/ rephrased thesis statement. The middle section of your conclusion should be three to five sentences long. It should broaden the scope of your essay. 

• Important themes or ideas 
• summarize your most important findings 
• No new information in your conclusion 

Answer the question 'so what?'

Think about why someone would care about what you are addressing in your essay and why the focus of your essay is important. Answering the question “so what?” can help you generate interesting things to finish your essay within the conclusion. Possible final sentences: 

• Finish with a powerful image or detail from the text
• End with a simple sentence straightforward sentence
• Set your findings in a larger context

Consider the cartoon 

1. Read the cartoon carefully. 

2. Answer the questions in your exercise book 

3. Construct a thesis statement to respond to the guiding question: 

Academic register 

considerable

sequence 

communicate 

expand

enable

dynamic 

approach 

respond 

achieve 

conversely 

vivid 

image 

indicate 

significant 

derive 

construct

select 

Use at least three of this vocabulary in your introduction

Make a plan 

The question is: overall, do you think this text is effective or ineffective and how? Explain your answer.

Look at the cartoon terminology in the political cartoon file in MB 

Pick out at least 6 techniques from the glossary that you can use to analyse the text given to you. 

INTRODUCTION PAPER 1 

Hook

The name of the extract is stated

The author or originating source is given

The text type is clearly identified without elaboration

where the text appeared is stated 

When it was produced is stated

The content is discussed: what does the text actually say (briefly)

The intended audience/reader is stated (if definable) 

The purpose(s) is stated

The social, cultural and temporal context is addressed (if available)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)& plan of development is stated