This post includes information about developing body paragraphs for analytical writing. It first discusses body paragraph development and then provides expectation for how to incorporate and use citation. I consider this a foundation skill-set involved in writing successful academic evidence-based claims.
PART 1: Paragraph Development.
In order to develop/write strong, logical body paragraphs, each one needs to include 3 parts:
Topic sentence: one sentence that lets readers know the paragraph’s main point.
Combining clauses (complete thoughts) can be confusing, and it’s, no doubt, something that scares most students. Okay, it’s something that scares all of us, and something the best of us get wrong from time to time. Here’s a list of commonly used punctuation scenarios as well as some additional resources listed throughout and at after the list. Many of these are simplified for example, but I’ve provided more detailed examples as supplemental resources as well.
Complete thought + comma conjunction + complete thought.
I want to travel to Europe, and I want to see the Louvre.
List of conjunctions: FANBOYS: For, And, Nor, But, Or, Yet, So
Complete thought + semicolon + transitional word + comma +complete thought.
I want to travel to Europe; in fact,I want to see the Louvre.
Examples of transitional words/adverbial conjunctions: also, besides, instead, therefore, nonetheless, furthermore, for instance, likewise, in addition, for example, however, otherwise
Complete thought + semicolon + complete thought.
I want to travel to Europe; I want to see the Louvre.
When writing a literary analysis, many students focus heavily on their chosen interpretation of the literary work(s), their unique thesis, and/or finding and using appropriate sources to support their arguments. And that is absolutely what they should be doing.
However, because those are big tasks and students are almost always taking at least one other course and working at the same time (some are even raising children, working full time, running businesses, or dealing with big family or personal health concerns), it’s very easy to overlook the tiny details that professors expect into a college-level literary essay. Here’s a quick list that will help you stay in the grade range your argument deserves rather than lose you points due to the “important small stuff.”
This post provides direction and best practices about properly incorporating MLA Style paraphrase/summary citation for ENG 1001 and ENG 1002 source-based essays. First there’s an example of how to incorporate a paraphrase/summary citation using proper MLA formatting and Citation Sandwich body paragraph structure. After that, you’ll find a description of “Paraphrase Best Practice” and a “Strong vs. Weak Examples” of a paraphrase/summary citation.
Example Paraphrase/Summary with Citation Sandwich Steps
A paraphrase or summary citation happens when you describe all or or a portion of an article/text/source in your own words rather than using word-for-word language from a source. It should be incorporated into your body paragraph only after you provide a topic sentence and begin your paragraph’s claim.
Topic sentence of body paragraph. 2-3 sentences that set-up or build the paragraph’s claim. According to an article from The Atlantic, gender expectations can be established as early as toddler years. Researchers have seen children as young as two years choosing gendered toys when given the option. The article also makes the claimthat children brought up in gender neutral environments do not show a marked difference in their choice of toys(“Kids, Gender, and The Complexity of Social Gender Norms”). It is easy to claim that parents are responsible for teaching a young girl to like pink or dolls or a young boy to like blue and trucks; however, the evidence it showing that parents can make all the effort at home to provide a neutral environment with little impact. Until the outside social exposure that children receive via television, grocery stores, day care providers, and the like becomes less gendered, there is little lasting impact parents will have.
Things to note about this example:
The parenthetical documentation formattingof this source tells readers this article does not have a given author. On the Works Cited page, this entry would begin with the “Article Title.”
The use of the introductory signal phrase as well as the continued reference back to the source (while including additional information) helps show readers where the paraphrase begins and where it ends as well as what source provided the info/idea.
The explanation or context provided by you, the student, is nearly as long as the paraphrase citation, making your voice just as strong (or stronger) than the voice of the citation.
Transitions and students don’t often get along well. And that’s because transitioning from paragraph to paragraph, from signal phrase to source/citation, or from one concept to the next is a bit of an art form that takes practice and planning. You just heard “blah blah blah” in your head, right? I know…
Here are a few transitional language resources that could help: