HOW TO WRITE A BODY
PARAGRAPH
JUNIORS
11H
Ms. Livingston
English
Grade Level 11
Time Required: 43
Unit: Research Project
December 8, 2014
Standards to be addressed:
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
SWBAT learn how to write a body
paragraph for their research paper
• Do Now: Take out your materials that are
due today! Look through and correct any
proofreading oversights.
• HOMEWORK:
Due Wednesday
Write three body paragraphs – due
WEDNESDAY!
PURPOSE
• Effective paragraphing is a central skill in academic writing. Many
writers have been told a paragraph should contain a single idea; many
have heard paragraphs have to be a minimum length—three
sentences, for instance. In reality, paragraphs come in
different shapes and sizes, and some so-called “rules” may
put writers in a straightjacket that unnecessarily hampers their ability
to convey their ideas as needed in a particular piece of writing.
Nevertheless, grasping the general form of a paragraph provides a
good foundation. Once you have this basic building block at your
command, you can vary from it by conscious choice when needed.
• One way to envision a body paragraph is as a “complete MEAL,” with
the components being the paragraph’s Main idea, Evidence, Analysis,
and Link back to the larger claim.
DIRECT INSTRUCTION
Duke University's Thompson Writing Program (n.d.) recommends that you organize
the material within a paragraph according to the MEAL plan:
• Main Idea: Your topic sentence stating the concrete claim the paragraph is
advancing.
• Evidence: Paraphrase or direct quotations from the source material you are using
to support your topic sentence's claim.
• Analysis: Your explanation and evaluation of the evidence; explaining the evidence
you provided and its relevance in your own words.
• Lead Out: Concluding; preparing your reader to transition to the next paragraph
(and the next claim).The MEAL plan matches the general format of academic
writing on many levels: that of assertion, evidence, and explanation. Many
students make the mistake of writing toward a topic sentence or claim, rather than
from one; keeping the MEAL plan in mind as you write will help you begin your
paragraphs strongly and develop your analysis thoroughly.
Duke University Thompson Writing Program. (n.d.). Paragraphing: The MEAL plan.
Retrieved from http://twp.duke.edu/uploads/assets/meal_plan.pdf - See more at:
http://writingcenter.waldenu.edu/900.htm#sthash.RVw7w6gt.dpuf
LOOKING AT A SAMPLE
Duke University's Thompson Writing Program (n.d.) recommends that you organize
the material within a paragraph according to the MEAL plan:
• Main Idea: Your topic sentence stating the concrete claim the paragraph is
advancing.
• Evidence: Paraphrase or direct quotations from the source material you are using
to support your topic sentence's claim.
• Analysis: Your explanation and evaluation of the evidence; explaining the evidence
you provided and its relevance in your own words.
• Lead Out: Concluding; preparing your reader to transition to the next paragraph
(and the next claim).The MEAL plan matches the general format of academic
writing on many levels: that of assertion, evidence, and explanation. Many
students make the mistake of writing toward a topic sentence or claim, rather than
from one; keeping the MEAL plan in mind as you write will help you begin your
paragraphs strongly and develop your analysis thoroughly.
Duke University Thompson Writing Program. (n.d.). Paragraphing: The MEAL plan.
Retrieved from http://twp.duke.edu/uploads/assets/meal_plan.pdf - See more at:
http://writingcenter.waldenu.edu/900.htm#sthash.RVw7w6gt.dpuf
CREATING YOUR OWN
BODY PARAGRAPHS
• USE THE WORKSHEET
PROVIDED TO SKETCH
OUT SOME IDEAS.
• THREE BODY
PARAGRAPHS DUE
WEDNESDAY!!!
SIT IN LIKE-MINDED GROUPS
• This will help you
create similar
outlines
– Civil Disobedience
– Mercury
Poisoning/Dolphin
Slaughter
– Animal Psychology
– Endangered Animals
(Add to the list)
CLOSE
• Does anyone want
to share out their
PARAGRAPH?
• What questions do
you still have?
• What is due on
WEDNESDAY?
Formative Assessment
• Student work will be used to assess student
comprehension of direct instruction.
• Exit question will be used to assess synthesis
of class work.
• Students sit in interest-related groupings.
Adaptations
• Student selection of topic for paper
• Visual interpretations of text assists student
comprehension
• Template for supported writing
Extensions
• Students can work at their own pace to
complete work
• Students can perform a discussion about L3
questions with Appointment partners
Technology
• Projection of PPT on Whiteboard
• Remind.com
• Calendar of assignments on staff webpage
Materials
Handouts
PPT