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Reinforce: Repeat, Review, & Remind
Rough Draft Template: Introduction
Circle your identified audience: Uninformed
Unconvinced
Uninterested
Check which ONE of the following strategies you will employ in your overview:
____Provide the definition of central words or ideas in thesis
____Provide necessary background (e.g. history of issue or description of current situation)
____Provide an anecdote that illustrates the current situation
____Provide the major opposing argument to your thesis and refute it
Overview/Lead-In:
Underlined Thesis Statement:
Listing of Major Arguments in one grammatically parallel sentence that reinforces thesis:
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Rough Draft Template: Argument One
PREPARE the reader with a topic sentence that introduces the argument & reinforces thesis.
INTRODUCE the reader to the points by listing them in one explanatory sentence.
PROVIDE: Evidence #1
EXPLAIN: Evidence #1
PROVIDE: Evidence #2
EXPLAIN: Evidence#2
PROVIDE: Evidence #3
EXPLAIN: Evidence #3
REINFORCE: Give a wrap-up sentence that reminds reader how the evidence proves the argument and
how the argument proves the thesis
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Rough Draft Template: Argument Two
PREPARE the reader with a topic sentence that introduces the argument & reinforces thesis.
INTRODUCE the reader to the points by listing them in one explanatory sentence.
PROVIDE: Evidence #1
EXPLAIN: Evidence #1
PROVIDE: Evidence #2
EXPLAIN: Evidence#2
PROVIDE: Evidence #3
EXPLAIN: Evidence #3
REINFORCE: Give a wrap-up sentence that reminds reader how the evidence proves the argument and
how the argument proves the thesis
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Rough Draft Template: Argument Three
PREPARE the reader with a topic sentence that introduces the argument & reinforces thesis.
INTRODUCE the reader to the points by listing them in one explanatory sentence.
PROVIDE: Evidence #1
EXPLAIN: Evidence #1
PROVIDE: Evidence #2
EXPLAIN: Evidence#2
PROVIDE: Evidence #3
EXPLAIN: Evidence #3
REINFORCE: Give a wrap-up sentence that reminds reader how the evidence proves the argument and
how the argument proves the thesis
1301 Essay Writing Manual
Rough Draft Template: Conclusion Paragraph
Return to background info/overview:
Restate thesis:
Remind reader of major arguments:
Provide reader with a so-what? that gives lasting meaning to your essay.
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REINFORCE: Example Introduction
Audience: Unconvinced: People who do not think Clinton was the best modern president.
Purpose of Overview/Lead-In: Knock down the obvious, major opposition.
Overview: On April 25, 2013, the five living U.S. Presidents gathered in Dallas, Texas to celebrate the
opening of George W. Bush’s Presidential Library. On that day, those five men stood shoulder to shoulder,
united in a brotherhood, an exclusive club in which very few belong (44 men to be exact.) Despite their
political differences, the Presidents’ congratulatory speeches marked their solidarity. And yet, their kind and
effusive remarks about their peer, the 43rd President, seemed to purposely ignore the dark cloud hanging over
the celebration, prompting many news outlets, including Fox News, to make note of the uncertainty of Bush’s
legacy and the lingering negativity associated with his administration and their policies. Among the esteemed
group, Bill Clinton’s speech was the star, becoming the most replayed speech of the day. Most of the other
commentary marked the seriousness of the occasion, but Clinton began his six-minute address with jokes
equating Presidential libraries with “Presidential attempts to rewrite history.” He then proceeded to kid Bush
about their political differences, even remarking that Bush “got the best of him” by becoming a Grandfather
first. Clinton’s ease at the podium, his lack of fear, and his comfort in his own skin, are indicators of his
confidence in both himself and his legacy. Unlike the other Presidents, whose terms are still shaded by negative
public perceptions, Clinton appears victorious. The biggest scandal of his Presidency---his affair with Monica
Lewinsky---seems miniscule and unimportant now. When Clinton left office, he did not leave Americans in
fear for the future. The deficit had been reduced, the economy was robust, there was no group of American
hostages left in Iran, nor were there unfinished wars or American weapons left in the hands of erratic,
unsupervised, and dangerous rebels bent on wreaking havoc. Clinton can afford to be relaxed and ma because,
unlike the others, he is not afraid for his legacy.
Underlined Thesis: History will regard him as the best President of the 20th century.
Listing: Clinton’s incredible emotional intelligence, his knack for policy, and the legacy he left behind are
proof of his Presidential superiority.
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REINFORCE: Example Body Paragraph
PREPARE: Give a Topic Sentence that introduces the argument and reinforces the thesis.
Bill Clinton’s superior emotional intelligence made him better than any other 20th Century President.
INTRODUCE: Give a sentence that introduces the argument by listing the three points.
The emotional and social skills that enabled Clinton to reach a majority of Americans resulted from his
childhood experiences, his connection to African-Americans, and his reactions to injustices committed
against disadvantaged communities.
Provide Evidence #1: Connecting with others, regardless of color or class, started in Clinton’s youth
when he played with the children of customers who came into his grandfather’s store. In his
autobiography, Clinton remembers his grandfather as an unusual white man of the time who did not see
race or class differences (11).
Explain Evidence #1: Clinton’s early experiences allowed him to develop familiar and comfortable
relationships with all people, even people of color, something rare for a white boy growing up in the
highly segregated, socially-separated South of the 1950s.
Provide Evidence #2: By the time he became an adult, Clinton demonstrated sensitivity to the plight of
African Americans by talking about issues that mattered to them. He endorsed legislation designed to
reduce racial violence, like the Hate Crimes Act. Eventually, Clinton’s attempts to find common ground
resulted in the characterization of him as the “first black president” (Blocker 258).
Explain Evidence #2: The nickname is proof that the black community saw Clinton as someone who
understood their needs so fully and completely that the actual color of his skin did not interfere with his
advocacy of their issues.
Provide Evidence #3: Perhaps the best example of Clinton’s deep concern for others living in
disadvantaged areas was his reaction to the 1992 Los Angeles’s race riots. When riots erupted in the
aftermath of the acquittal of the four police officers tried for the beating of Rodney King, Clinton
immediately flew to L.A., visited the most devastated areas of the city, and spent countless hours
meeting with community leaders, intent on facilitating both physical and emotional reparations.
Explain Evidence #3: This type of reaching-out was so resounding and meaningful that it resulted in a
close public and private relationship with the Reverend Jesse Jackson, who was then the most
recognized spiritual leader and race-relations activist in the African-American community. Clinton’s
sense of urgency, his determination, and his camaraderie with Jackson, enabled him to begin bridging
racial and social divides not previously crossed in such high levels of government.
Wrap-Up the argument: Unlike his predecessors, Clinton’s childhood experiences, his relationships
with the Black community, and his willingness to take action on the behalf of others, enabled him to use
his interpersonal skills to forge bonds with a vast majority of America.
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REINFORCE: Example Conclusion
Return to Overview: When the five living presidents gathered on April 25th of this year, it was almost 19 years
to the day after a similar gathering. On April 27, 1994, Presidents Clinton, Bush, Reagan, Carter, and Ford
came together at the funeral of Richard Nixon, the only U.S. President to ever resign. On that day, all of our
great leaders had kind words for their recently departed peer. And like the celebration of George W. Bush’s
library opening, they refrained from mentioning the obvious cloud that hung above the man to whom they were
paying their respects. And once again, it was Clinton’s remarks that were quoted and re-quoted by the media.
At the memorial, he said, “"May the day of judging President Nixon on anything less than his entire life and
career come to a close." These words, almost 20 years later, are eerily prophetic as they speak to the need for
the ways in which history must judge all Presidents—not just by one event, but by the culmination of their
actions, the record of their leadership beyond their official terms. Restatement of Thesis: It is for this reason
that Clinton emerges as the best 20th century President.
Reminder of Arguments: He has an honorable record of leadership before his Presidency, during his
Presidency, and after he left office. Even now, more than 12 years after he left the White House, he continues
to play a vital role in our country’s policies and he is a key player in the Democratic Party. During last year’s
election, after stumping for Obama throughout the country, he enjoyed a resurgence of popularity among the
American people, who clamored for his return. “Bring Bill Back” was a common chant at rallies and gatherings
and throughout the media. Clinton’s ability to relate to diverse groups of people, the improvements he made
both here and abroad, and his never-ending legacy of American pride and hope are unprecedented by his peers.
Every time Bill Clinton speaks, America still listens. When we see him, we remember a time of economic
prosperity, kinship with each other--regardless of race or religion, and relative tranquility.
So-What?: In today’s world, a time when there seems to be no peace---not in our congress, not in our state
governments, and not in our coffee shops or online chat rooms, all Americans are looking to Clinton. We need
him or someone like him. And that, after all, is the mark of a superior leader---one whose greatness far
outshines the weaknesses, one who leaves the country in better shape, and one who continues to inspire hope for
generations to come.
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Reinforce: The Works Cited Page
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You must cite every source you use (It must be cited in the paper, too.)
Alphabetical Order by Author’s last name or first letter of the title (not including words like “the”)
Double-spaced
12 point font, Times New Roman
Works Cited is centered at top of page; it is in the same 12 point Times New Roman font
Do not bold “Works Cited”; do not underline it
Margins are 1 inch top, bottom, and sides just like paper
2nd line of entry is indented five spaces
Do not use the whole url in electronic entries
(Incorrect: www.compbykim.com Correct: Composition by Kim)
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Works Cited
Clinton, William Jefferson. My Life. New York: Knopf, 2004. Print.
Housequake. Dir. Karen Elizabeth Price. Symmetry Films. Netflix. Web.
24 June 2013.
Purdum,Todd. “Striking Strengths, Glaring Shortcomings,” New York
Times. 24 December 2000. 12-15. Print.
Stephanopoulos, George. All Too Human. Boston: Little, Brown, and
Company, 1999. Print.
Walzl, Florence L. “Patterns of Paralysis in Joyce’s Dubliners: A Study of the Original
Works Cited
Framework.” College English 22.4 (Jan 1961): 221-28. Web. 20 March 2014.
Clinton, William Jefferson. My Life. New York: Knopf, 2004. Print.
The William J. Clinton Presidential Library and Museum. The William J. Clinton
Purdum,Todd.
“Striking
Strengths,
Glaring Shortcomings,” New York Time
Library, 2010.
Web.
12 June 2013.
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Reinforce: Self & Peer Checklist
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Demonstrate knowledge of individual and collaborative writing processes.
Develop ideas with appropriate support and attribution, following standard style guidelines in
documenting sources.
Write in a style appropriate to audience and purpose.
Read, reflect, and respond critically to a variety of texts.
Use edited American English in academic essays
Application of Academic Writing Standards
Standard Format
1 inch margins, 12 point Times New Roman Font, Complete Heading in left corner on 1st page only,
Top Right Corner of Every Page=Last Name and Page #)
Edited American English
Writer uses 3rd person and avoids the use of 1st and 2nd person. Limits use of “we”
Writer avoids questions, contractions, and/or exclamation points.
Writer correctly uses collegiate vocabulary and avoids constant word repetition.
Writer avoids slang, informalities, clichés, and language lacking intellectual sophistication
Writer employs a variety of sentences, written in active voice and containing parallel structures
Writer avoids fragments, run-ons, and choppy sentences
Writer avoids submitting a draft with numerous errors
Writer avoids talking to the reader, abrupt wording, or language that calls attention to the essay-writing itself
Use & Documentation of Credible Sources
Writer uses at least 5 credible sources including those identified as mandatory by the instructor.
Writer cites all outside information inside the paper through the proper use of parenthetical citations.
Writer cites all sources on a Works Cited page that is formatted according to MLA standards
Development of Ideas & Claims
Writer’s thesis & arguments meet criteria for claims
Writer utilizes a variety of appeals
Writer avoids logical fallacies
Writer’s paper shows college-level critical thinking
Writer explains evidence fully in ways that are didactic rather than authoritarian (Shows rather than Tells)
Writer connects each piece of evidence to argument & thesis by discussing how it proves major ideas
Writer’s command and understanding of the claim and evidence is obvious
Demonstration of Writing Processes
Introduction Paragraph Prepares Readers
Comprehensive & Engaging Overview; Clear, Underlined Thesis, Listing of the Arguments in 1 sentence
Does NOT contain evidence, quotes, or specific discussion of the arguments
Body Paragraphs are Structured to Prove Argument
Writer uses Clear Directional Markers to Guide Readers: Topic Sentences, Listings, Transitions, & Wrap-Ups
Writer uses 3 Pieces of Relevant, College-Appropriate Evidence (2 pieces of which must be research)
Conclusion Paragraph Reinforces Major Ideas & Leaves Lasting Impression
Writer directly refers to overview, restates thesis, recounts major ideas, provides “So-What”