Body Paragraphs
Writing body paragraphs is always a
T.R.E.A.T.
T= Transition
R= Reason/point from thesis/claim
E= Evidence (quote from the text)
A= Answer why the reason/point and
evidence is important and/or relevant
and/or sufficient
T= Tie back to Thesis/claim
T= Transition
• Start every body paragraph with a
TRANSITIONAL WORD or PHRASE.
• You can find a list in your writing section.
• Pick 4. Transitions are not PROMPT
specific, so you can use them no matter
what.
• Example: First and foremost,
• Use higher level phrases to show higher
level writing
Transitional Phrases
Time / Chronology / Sequence
Conclusion / Summary / Restatement
These transitional words (like finally) have the function of limiting,
restricting, and defining time.
These transition words and phrases conclude, summarize and/or
restate ideas, or a indicate a final general statement.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
first, second
First and foremost
at the same time
to begin with
in the meantime
in the first place
finally
after
later
last
until
since
then
before
hence
since
when
once
about
next
now
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
in the final analysis
all things considered
as shown above
given these points
as has been noted
for the most part
after all
in summary
in conclusion
in short
in brief
in essence
to summarize
altogether
overall
by and large
to sum up
on the whole
in any event
in either case
all in all
Transitional Phrases
Examples / Support / Emphasis
These transitional devices (like especially) are
used to introduce examples as support, to
indicate importance or as an illustration so
that an idea is cued to the reader.
•
in other words
•
to put it differently
•
for one thing
•
as an illustration
•
in this case
•
for this reason
•
to put it another way
•
that is to say
•
another key point
•
first thing to remember
•
most compelling evidence
•
must be remembered
•
point often overlooked
•
to point out
•
on the positive / negative side
•
with this in mind
•
notably
•
including
Agreement / Addition / Similarity
The transitional devices like also, in addition,
and, likewise, add information, reinforce
ideas , and express agreement with
preceding material.
•
•
in the first place
•
not only ... but also
•
as a matter of fact
•
in like manner
•
in addition
•
coupled with
•
in the same fashion / way
•
first, second, third
•
in the light of
•
not to mention
•
to say nothing of
•
equally important
•
by the same token
R= Reason/point
• State your 1st reason/point next from your
thesis/claim. This is like your topic
sentence.
• It is a general sentence about your
paragraph’s topic.
• This should be directly beside your
transitional phrase and comma.
• Example: First and foremost, cell phones
would be useful for education within the
classroom.
E= Evidence
• Give a detailed example of your reason/point. This
should come from your text.
• This should be a quote from the text.
• As you were reading the text you should have
picked out things you thought were important. You
can underline, highlight, star, whatever, but doing
so while you read will help you after you start
writing.
• You should have at least three E’s (examples) in
each body paragraph.
When you are quoting or using something from the
passage you can start with these:
• X states that...
• X believes that...
• X claims that…
• X comments that...
• X agrees that...
• X observes that...
• X strongly argues...
• X concludes that...
• X comments that...
• X notes that...
• X suggests that...
• According to X...
• X takes the view that...
• As X states...
You can replace the X with “the author,” “the passage,” or “the
evidence”
A= Answer
• Answer the first task in the prompt
(thesis/claim). There is a second task on
most prompts:
• Answer why the reason/point and
evidence is important and/or relevant
and/or sufficient
• Example prompt: Write an essay in which you
delineate the opinions held about banned cell
phones within the classroom. Evaluate whether the
reasoning is sound and the evidence is relevant
and sufficient.
• Answering that second, hidden question
is the KEY TO GETTING A BODY
PARAGRAPH DEVELOPED! This is the
statement that goes with your example.
• You should have three examples and
three answers.
• These should be paired up. That means
you can’t have an example without an
answer.
T= Tie Back to Thesis
• After all of that, tie your body paragraph
back to your thesis statement.
• This is where you all struggle.
• Tell me why this is important to you, why
should I be reading this at all. (Other than
I have to.)
• You could try to really WOW the reader.
First and foremost, cell phones would be useful within the
classroom for educational purposes. Originally, the author
suggests, “Cell phones are a distraction within the classroom.”
Because students are constantly connected to one another
through their cell phones, they can often get distracted by these
sources of technology. This shows that the evidence is relevant
and understanding of our modern world. The article asserts that
because of students’ constant communication through texting,
the legal use of cell phones could help students focus. This
evidence is sound explaining that students are fluent in “texting,”
they may find it helpful to text answers to teachers or even take
notes on their smart phones. Additionally, the author also claims,
“Access to the internet via smart phones would cut down on
costs of textbooks.” This evidence is relevant because students
could simply use their phones to look up online textbooks instead
of spending large sums of money each year on new textbooks.
The simple concept of allowing students to use cell phones in the
classroom would benefit both schools and students; therefore, it
would be a great thing to lift bans on cell phones in some school
districts. The author did a good job of proving his claim that cell
phones would be useful for educational purposes.