What is up with the
T-chart?
Pg. 24 in Writing
packet
Notes
 As we go over the slides, take notes
next to each letter or symbol for you
to be able to remember what they
stand for later. Write down what is
highlighted.
LEAD: Hook
 LEADS: leads are the “L” in your outline (they
are sometimes called hooks or leads)
 Think about how you are going to wow your
reader right from the start
 leads should be the most unique part of your
writing
 leads are found in the introduction
 Use leads before you tell the reader your topic
 Use a STRATEGY!
 You want to HOOK THEM!
Example
My stomach was throbbing.
I felt tears streaming out of
my eyes. I thought I was
about to explode with
laughter.
Example
The soothing chirps of birds, the
bittersweet smell of fresh, cool air
burning through the nostrils and a slight
puff of breath dissipates like the steam
of a locomotive. The mind is silent, only
left to a hum in the back of the skull. The
sights, the sounds, the feel of being so
small, just a cog in the Earth’s machine.
Bridge
 The bridge is the “B” in your outline.
 The sentence or sentences that
transitions the reader from the lead to the
thesis/claim statement.
 It helps connect your WOW statement to
your overall topic.
Example
My stomach was throbbing. I felt tears
streaming out of my eyes. I thought I was
going to explode with laughter. Yep; once
again, Kylie Smith had done something
revolting, yet absolutely hilarious.
Example
The soothing chirps of birds, the bittersweet
smell of fresh, cool air burning through the
nostrils and a slight puff of breath dissipates
like the steam of a locomotive. The mind is
silent, only left to a hum in the back of the skull.
The sights, the sounds, the feel of being so
small, just a cog in the Earth’s machine. What if
all of this was gone? If you take time to search
deep into nature, you will realize that there is
much more than meets the eye.
Thesis Statement
 The thesis/claim is the “T” in your outline.
 The sentence or sentences that explain
the purpose of the paper
 The main idea of the paper
 Tells what the topic is and why you care
about it. Uses a semicolon.
Example
My stomach was throbbing. I felt tears
streaming out of my eyes. I thought I was
going to explode with laughter. Yep; once
again, Kylie Smith had done something
revolting, yet absolutely hilarious. Kylie
and I have definitely had our fair share of
disgusting, puke-inducing adventures
together; these pranks have created
lasting memories that will undoubtedly be
shared with my children.
Example
The soothing chirps of birds, the bittersweet
smell of fresh, cool air burning through the
nostrils and a slight puff of breath dissipates
like the steam of a locomotive. The mind is
silent, only left to a hum in the back of the skull.
The sights, the sounds, the feel of being so
small, just a cog in the Earth’s machine. What if
all of this was gone? If you take time to search
deep into nature, you will realize that there is
much more than meets the eye. Humans need
to protect our environment; even if that
protection means forfeiting jobs.
Topic Sentence
 There are three separate topic
sentences represented by stars on
your outline.
 Contains the main idea/reason and
its importance to the thesis/claim
statement.
Example
Life is only sustained on our planet
because of its affluent natural resources.
-- Supporting Detail
 Supporting details are represented
as a dash six different times on your
outline.
 Specific information or fact about the
reason or idea
Example
Life is only sustained on our planet
because of its affluent natural resources.
Early on in human history, people saw
resources as “never ending, infinite” and
since then we have realized that in fact,
they are not.
Commentary and Evidence
 Commentary is represented as 12
dots or bullets on your outline.
 Explains the supporting detail in
more depth.
 Show vs. tell
 Evidence and commentary types
Use a strategy (FADE5)
Example
Life is only sustained on our planet because of its
affluent natural resources. Early on in human history,
people saw resources as “never ending, infinite” and
since then we have realized that in fact, they are not.
Humans have come a long way in the last several
thousand years; from the creation of metal tools, to
harnessing electricity, we have learned how to use the
world around us. But there is a fine line that divides
using and overusing; if we over use our resources and
don’t take any consideration for the desecration that we
leave in our wake then we will be getting nowhere.
Wrap up sentence
 Wrap up is represented as an arrow
three different times on your outline
 Smiley face tricks.
 Finishing up your thoughts on that
topic.
 Transition to the next body
paragraph.
 Rephrasing the topic sentence.
Example (entire body
paragraph)
Life is only sustained on our planet because of its affluent natural
resources. Early on in human history, people saw resources as
“never ending, infinite” and since then we have realized that in
fact, they are not. Humans have come a long way in the last
several thousand years; from the creation of metal tools, to
harnessing electricity, we have learned how to use the world
around us. But there is a fine line that divides using and
overusing; if we over use our resources and don’t take any
consideration for the desecration that we leave in our wake then
we will be getting nowhere. The environment needs time to
replenish its resources. Forestry is a main example of where we
need to make sure not to go too far. Driving by fields of clear-cut
tree stumps is pretty depressing. Trees provide natural homes,
often for endangered species. Destroying these homes devastates
the species.
Rephrase Thesis
 Rephrase thesis/claim is the “RT” on
your outline. Part of the concluding
paragraph.
 Using new words, can rephrase your
three reasons/ideas/topics.
 Retells your reason for writing this
paper .
Example
Losing a few jobs to protect the
environment really is quite a small
sacrifice.
Bridge
 Bridge is the ”B” in the concluding
paragraph.
 The sentence or sentences that transition
the reader from the rephrased thesis to
the concluding statement.
 It helps connect your thesis statement to
the thought you leave the reader with.
Example
Losing a few jobs to protect the
environment really is quite a small
sacrifice. If people weren’t prevented
from hurting a species then there
wouldn’t be anything left to hurt. All we
have done is take and we need to begin
to give.
Concluding Statement
 Concluding statement is the “CS” on your
outline.
 Should tell why your thesis should matter
to others
 Challenge the reader to think or act
 Make the reader feel
Example
Losing a few jobs to protect the environment
really is quite a small sacrifice. If people
weren’t prevented from hurting a species then
there wouldn’t be anything left to hurt. All we
have done is take and we need to begin to
give. We need to give back through saving our
resources, give back through protecting our
animals, and give back through stopping
pollution. Cynical chastising of those
attempting this needs to be met with dissent.
Stronger measures need to be taken to protect
that in which we live and rely on, our
environment.
Your turn!
 Now that you know what all the pieces of
the T-chart mean, on a blank piece of
notebook paper.
 Try not to look and recreate the chart
using all the correct letters and symbols.
 Do not include the definitions
G=
B=
T=
Topic sentence
- Supporting detail
• Commentary
• Evidence
- Supporting detail
• Evidence
• Commentary
Wrap up