Transcript Power Paragraphs

Power Paragraphs
A paragraph structure for analysis
type essays
The traditional “Power Paragraph”
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Sentence 1: Topic Sentence
Sentence 2: Support/Concrete Details
Sentence 3: Commentary/Analysis
Sentence 4: Commentary/Analysis
Sentence 5: Support/Concrete Details
Sentence 6: Commentary/Analysis
Sentence 7: Commentary/Analysis
Sentence 8: Conclusion
1) Topic
Sentence:
A topic sentence
introduces the
subject of the
paragraph. It
tells the
basic/controlling
idea the writer
plans to discuss.
It should include
key words from
the paragraph.
Topic Sentence Example:
*We have two important
freedoms in America.
The paragraph will be
about:
2 freedoms
we have in
*Discuss use of “we” in this response
America
2) Support/
Concrete
Details:
These sentences
should include
facts, quotations,
and descriptions,
but not the
writer’s opinion.
No one should be
able to argue
whether these
things are true or
not.
Support/Concrete
Details Example:
First, we have the freedom to
speak out on any issue, which
is guaranteed to us by the First
Amendment.
Fact:
http://students.umf.maine.edu/~lacroi
mj/10085093A~The-Bill-of-Rights-FirstAmendment-Posters.jpg
3 and 4)
Commentary/
Analysis:
This is where the
writer shares his or her
opinions/interpretation
/inference. The writer
explains/explores what
he or she thinks the
quotations/facts mean
or what the author/fact
might be saying about
the world in which we
live. It should consist
of at least two
sentences.
Commentary/Analysis
Example:
If we do not agree with a
political decision, we have the
right to voice our opinions. We
can peacefully assemble to
protest, without fear of
retribution.
Opinion:
5) Support/
Concrete
Details:
Support/Concrete
Details Example:
A second freedom we have is
to practice whatever religion
we choose.
Every paragraph
should include
at least two
Fact:
details– once
again facts,
quotations, and
descriptions, but
not the writer’s
opinion.
http://students.umf.maine.edu/~lacroi
mj/10085093A~The-Bill-of-Rights-FirstAmendment-Posters.jpg
6 and 7)
Commentary/
Analysis:
Once again the writer
shares his or her
opinions/interpretation
/inference. The writer
explains/explores what
he or she thinks the
quotations/facts mean
or what the author/fact
might be saying about
the world in which we
live. It should consist
of at least two
sentences.
Commentary/Analysis
Example:
The freedom to choose what
religion we practice, if any, is
what drove the first colonists to
come to America. This legacy has
given equal rights to believers,
nonbelievers, and agnostics alike,
allowing us to be unified as
Americans, not separated by
religious beliefs.
Opinion:
http://www.cam.net.uk/home/nimmann
/images/if-logo-cb.jpg
Conclusion Example:
8) Conclusion:
It is these two freedoms
This sentence wraps
that separate us from
up everything. It is not
Communist countries and
a repetition of the
Topic Sentence! It
create a democratic
should reveal a new or
America.
deeper understanding
of the topic, taking
Deeper understanding:
into account the six
sentences that the
writer used to prove
and explain the Topic
Sentence. It should
include key words
from the paragraph.
Power Paragraph
(1) We have two important freedoms in America. (2) First, we have the
freedom to speak out on any issue, which is guaranteed to us by the First
Amendment. (3) If we do not agree with a political decision, we have the right
to voice our opinions. (4) We can peacefully assemble to protest, without fear
of retribution. (5) A second freedom we have is to practice whatever religion we
choose. (6) The freedom to choose what religion we practice, if any, is what
drove the first colonists to come to America. (7) This legacy has given equal
rights to believers, nonbelievers, and agnostics alike, allowing us to be unified
as Americans, not separated by religious beliefs. (8) It is these two freedoms
that separate us from Communist countries and create a democratic America.
Animal Farm Power Paragraph
(1) Squealer functions on the farm as Chief Propagandist: his job is to “explain”
unpleasant events to the other animals. (2) Squealer’s first job is to notify the animals
that the milk and apples are necessary for the well being of the farm: “You do not
imagine . . . that we pigs are doing this in a spirit of selfishness and privilege? Many of
us actually dislike milk and apples . . . Our sole object in taking these things is to
preserve our health . . . if we pigs failed in our duty . . . Jones would come back!” (31).
(3) The consummate spin doctor, Squealer convinces the animals that the pigs must
drink the milk and eat the apples, no matter how distasteful they are to the pigs, for the
benefit of the other animals. (4) If the pigs’ well being does not convince the animals,
then the fear of Jones’s return should halt any objections the animals might have. (5)
Later in the novel, Squealer displays his powers of persuasion in explaining why
Napoleon chases Snowball off the farm: “Snowball, who, as we now know, was no
better than a criminal” (50). (6) Even though some animals protest that Snowball fought
bravely at the Battle of the Cowshed, Squealer’s insistence that Snowball is a criminal
and disloyal to Animalism convinces the animals they are better off without him. (7) As
Squealer’s lies continue, his deceptive versions replace the animals’ true memories. (8)
Once he is confident that the animals will believe his explanations of events without
question, Squealer no longer needs to use factual events to help mask his deception.
1) Topic
Sentence:
(1) Squealer functions on
the farm as Chief
Propagandist: His job is to
A topic sentence “explain” unpleasant events
to the other animals.
introduces the
subject of the
paragraph. It
tells the
basic/controlling
idea the writer
plans to discuss.
It should include
key words from
the paragraph.
http://tell.fll.pu
rdue.edu/Japa
nProj/FLClipart
/Verbs/introdu
ce.gif
Explanation:
This topic sentence introduces
Squealer and his propaganda as
the subject of the paragraph.
The key words “Propagandist,”
“explain,” “events,” and
“animals” will be repeated
throughout the paragraph.
2) Support/
Concrete
Details:
These sentences
should include
facts, quotations,
and descriptions,
but not the
writer’s opinion.
No one should be
able to argue
whether these
things are true or
not.
(2) Squealer’s first job is to notify the
animals that the milk and apples are
necessary for the well being of the farm:
“You do not imagine . . . that we pigs are
doing this in a spirit of selfishness and
privilege? Many of us actually dislike milk
and apples . . . Our sole object in taking these
things is to preserve our health . . . if we pigs
failed in our duty . . . Jones would come
back!” (31).
Explanation:
This support is a direct quotation
from the novel that shows how Squealer
uses propaganda or half truths to explain
unpleasant events to the animals. Notice the
set-up or introduction to the quotation is
included with these sentences. Without the
set-up, the quotation would be marked as
“floating,” a mark down in points.
http://www.e
uropeword.c
om/blog/wpcontent/uplo
ads/2008/11/
factsabouteu
rope.gif
(3) The consummate spin
3) Commentary/ doctor, Squealer convinces the
Analysis:
animals that the pigs must drink
This is where the
the milk and eat the apples, no
writer shares his or her matter how distasteful they are
opinions/interpretation to the pigs, for the benefit of the
/inference. The writer
other animals.
explains/explores what
he or she thinks the
quotations/facts mean
or what the author/fact
might be saying about
the world in which we
live. It should consist
of at least two
sentences.
http://school.discoverye
ducation.com/clipart/im
ages/thought-boy.gif
Explanation:
This is how the writer of the
paragraph explains what the
Animal Farm quotation means
and how the quotation proves
the Topic Sentence.
4) Commentary/
Analysis:
This is where the
writer shares his or her
opinions/interpretation
/inference. The writer
explains/explores what
he or she thinks the
quotations/facts mean
or what the author/fact
might be saying about
the world in which we
live. It should consist
of at least two
sentences.
(4) If the pigs’ well being does not
convince the animals, then the fear of
Jones’s return should halt any
objections the animals might have.
Explanation:
This is the second explanation of how
the writer of the paragraph explains
what the Animal Farm quotation
means and how the quotation proves
the Topic Sentence. These sentences
are opinion based on the facts.
Commentary/Analysis sentences are
ideas you infer from the text: you
cannot find these ideas in the text;
they come from you.
http://school.discoverye
ducation.com/clipart/im
ages/thought-boy.gif
5) Support/
Concrete
Details:
Every paragraph
should include
at least two
details– once
again facts,
quotations, and
descriptions, but
not the writer’s
opinion.
(5) Later in the novel, Squealer
displays his powers of persuasion in
explaining why Napoleon chases
Snowball off the farm: “Snowball,
who, as we now know, was no better
than a criminal” (50).
http://www.europe
word.com/blog/wpcontent/uploads/200
8/11/factsabouteuro
pe.gif
Explanation:
This support is another direct
quotation from the novel that shows
how Squealer uses propaganda or
half truths to explain unpleasant
events to the animals. Once again,
the set-up or introduction to the
quotation is included with these
sentences. Without the set-up, the
quotation would be marked as
“floating,” a mark down in points.
(6) Even though some animals
6) Commentary/ protest that Snowball fought
Analysis:
bravely at the Battle of the
Cowshed, Squealer’s insistence
Once again the writer
that Snowball is a criminal and
shares his or her
opinions/interpretation disloyal to Animalism
convinces the animals they are
/inference. The writer
explains/explores what better off without him.
he or she thinks the
quotations/facts mean
or what the author/fact
might be saying about
the world in which we
live. It should consist
of at least two
sentences.
http://school.discoverye
ducation.com/clipart/im
ages/thought-boy.gif
Explanation:
This is how the writer of the
paragraph explains what the
Animal Farm quotation means
and how the quotation proves
the Topic Sentence.
7) Commentary/
Analysis:
Once again the writer
shares his or her
opinions/interpretation
/inference. The writer
explains/explores what
he or she thinks the
quotations/facts mean
or what the author/fact
might be saying about
the world in which we
live. It should consist
of at least two
sentences.
(7) As Squealer’s lies continue, his
deceptive versions replace the
animals’ true memories.
Explanation:
This is the second explanation of
how the writer of the paragraph
explains what the Animal Farm
quotation means and how the
quotation proves the Topic
Sentence. Once again, these
sentences are opinion based on
the facts. Commentary/Analysis
sentences are ideas you infer from
the text: you cannot find these
ideas in the text; they come from
you.
http://school.discoverye
ducation.com/clipart/im
ages/thought-boy.gif
(8) Once
8) Conclusion:
This sentence wraps
up everything. It is not
a repetition of the
Topic Sentence! It
should reveal a new or
deeper understanding
of the topic, taking
into account the six
sentences that the
writer used to prove
and explain the Topic
Sentence. It should
include key words
from the paragraph.
he is confident that the
animals will believe his
explanations of events without
question, Squealer no longer needs
to use factual events to help mask
his deception.
http://th08.deviant
art.net/fs33/300W
/i/2008/309/9/9/D
eeper_Insight_into
_Life_by_Funky_B
ug.jpg
Explanation:
This sentence wraps up the paragraph
without repeating the Topic Sentence.
It shows a deeper understanding of
Squealer’s propaganda techniques. The
key words “deception” (synonym for
propaganda), “explain,” “events,” and
“animals” that were repeated
throughout the paragraph are also in
the concluding sentence.
Your Turn
to Write
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Steps for Writing a Power
Paragraph with a Prompt
Step 1: Read the Text
Step 2: Read and Analyze the Prompt
Step 3: Create a Mind Map/Web
Step 4: Select the best information for
the power paragraph
Step 5: Write the Topic Sentence
Step 6: Write the Support/Concrete
Details
Step 7: Write the Commentary/Analysis
Step 8: Write the second
Support/Concrete Details
Step 9: Write Commentary/Analysis for
second support
Step 10: Write the Conclusion
Step 11: Revision process
Step 1: Read the
Text
It is very important
that you read the text
(article, story, poem,
etc.) before you read
the prompt. After
reading the text, read
the prompt, then
reread the text. Ideas
on how to answer the
prompt will begin to
formulate as you read
the text a number of
times.
*“Hope” is the thing with feathers
By Emily Dickinson
“Hope” is the thing with feathers-That perches in the soul-And sings the tune without the
words-And never stops--at all-And sweetest--in the Gale--is heard-And sore must be the storm-That could abash the little Bird
That kept so many warm-I've heard it in the chilliest land-And on the strangest sea-Yet, never, in Extremity,
It asked a crumb--of Me.
Elements of Literature: Third Course p.595
*Discuss titles used for Dickinson’s poems.
Step 2: Read and
Analyze the
Prompt
The prompt will ask for an answer
to a specific question. You must
first understand what it is asking.
How is hope like a bird?
Use the poem to find the answers.
Next, look for key words and
phrases that must be in your
power-paragraph response.
Dickinson
Extended metaphor
Bird
Hope
Poem
*Images
People’s lives
*same as imagery: all 5 senses
Prompt
Dickinson uses an
extended metaphor of a
bird to speak of hope
throughout her poem.
How is hope like a bird?
Use the images from her
poem to explain the part
hope plays in people’s
lives.
Step 3: Create a Mind Map/Web
•Your Mind
Map/Web
should begin
with the main
idea in the
center and the
answers to the
prompt (from
the text) in each
connecting
circle of the
web.
•In this Web,
each idea in the
poem can
answer the
prompt of how
hope is like a
bird.
“‘Hope’ is the
thing with
feathers–” (1)
“Yet, never, in
Extremity,/It
asked a crumb-of Me” (11-12)
“And on the
strangest sea—”
(10)
“I've heard it in
the chilliest
land—” (9)
It “perches in
the soul—” (2)
Main Idea:
Hope is like
a bird.
“sore must be
the storm-/That could
abash the little
Bird/That kept
so many
warm—” (6-8)
It “sings the
tune without
the words-/And never
stops--at all—”
(3-4)
“sweetest--in
the Gale--is
heard—” (5)
Step 4: Select
Best Points for
Power Paragraph
You now need to choose
two answers that you feel
answer the prompt the best
and that you can explain
thoroughly.
Your choices should
depend on which images
are the most meaningful to
you, whether you can
explain that particular part
of the metaphor, and
whether you can explain
how that element of hope
plays out in people’s lives.
Hope is an abstract idea; it does not
have a concrete image. Giving hope the
image of a bird, Dickinson helps us
visualize hope.
•“‘Hope’ is the thing with feathers–” (1):
Feathers/wings enable one to fly
•It “perches in the soul—” (2): The soul
is the home for hope
•It “sings the tune without the words-/And never stops--at all—” (3-4): a bird’s
continuous song represents eternal
hope
•“sweetest--in the Gale--is heard—” (5):
a song of hope whistling above the
sound of gale-force winds, offering the
promise that the storm will end
Step 4: Select
Best Points for
Power Paragraph
You now need to choose
two answers that you feel
answer the prompt the best
and that you can explain
thoroughly.
Your choices should
depend on which images
are the most meaningful to
you, whether you can
explain that particular part
of the metaphor, and
whether you can explain
how that element of hope
plays out in people’s lives.
Continued…
•“sore must be the storm--/That
could abash the little Bird/That kept
so many warm—” (6-8): a person
can destroy hope with a storm of
anger and negativity; the destroyer
of hope causes pain and soreness
that hurts him the most
•“I've heard it in the chilliest land—
” (9): hope is eternal and
everywhere
•“And on the strangest sea—” (10):
hope exists for everyone
•“Yet, never, in Extremity,/It asked a
crumb--of Me” (11-12):. hope is a
gift; it exists for all of us
Step 5: Write the
Topic Sentence
Sentence 1, Topic
Sentence: A topic
sentence introduces the
subject of the
paragraph. It tells the
basic/controlling idea
the writer plans to
discuss. If there is a
prompt, the topic
sentence is the answer
to the prompt. It
should include key
words from the
paragraph. (Pull words
from the prompt.)
In Emily Dickinson’s poem
*“‘Hope’ is the thing with
feathers,”
the images of hope
in the extended metaphor
create a concrete visual of
hope’s necessity in people’s
lives.
*Discuss the use of single and double quotes.
Step 6: Write the
Support/
Concrete Details
Sentence 2, Support/
Concrete Details:
These sentences should
include facts,
quotations, and
descriptions, but not
the writer’s opinion. No
one should be able to
argue whether these
things are true or not.
These facts must prove
the writer’s position in
the topic sentence.
First, introduce the quotation.
In Dickinson’s first stanza,
hope *is directly compared to
a bird, perching in the soul,
Then, use the quotation.
and it “sings the tune without
the words--/And never stops-at all—” (3-4).
*Discuss use of passive voice
Step 7: Write the
Commentary/
Analysis
Sentence 3 and 4,
Commentary/Analysis:
This is where the writer
shares his or her
opinions/interpretation/
inference. The writer
explains/explores his or her
thoughts/interpretations of
what he or she thinks the
quotations/facts mean or
how the facts support the
writer’s answer to the
prompt or what the
author/fact might be saying
about the world in which we
live. Will be at least two
sentences.
How does the quotation
support the answer that hope
is a necessity in people’s lives?
Like a bird, hope gives flight
to dreams and desires.
Those who have hope feel its
eternal presence.
Step 8: Write the
Second Support/
Concrete Details
Sentence 5,
Support/Concrete
Details: These
sentences should
include facts,
quotations, and
descriptions, but not
the writer’s opinion. No
one should be able to
argue whether these
things are true or not.
Your turn: Which image
from the second stanza
supports the necessity of
having hope?
First, introduce the quotation.
Then, use the quotation.
Step 9: Write
Commentary/
Analysis for Second
Support
Sentence 6 and 7,
Commentary/Analysis:
This is where the writer shares
his or her
opinions/interpretation/
inference. The writer
explains/explores his or her
thoughts/interpretations of
what he or she thinks the
quotations/facts mean or how
the facts support the writer’s
answer to the prompt or what
the author/fact might be saying
about the world in which we
live. Will be at least two
sentences.
How does the quotation
support the answer that hope
is a necessity in people’s lives?
Step 10: Write
the Conclusion
Sentence 8,
Conclusion: This
sentence wraps
everything up. It is not a
repetition of the Topic
Sentence! It should reveal
a new or deeper
understanding of the
topic, taking into account
the six sentences that the
writer used to prove and
explain the Topic
Sentence. It should
include key words from
the paragraph.
Here is the topic sentence again.
In Emily Dickinson’s poem
“Hope” Is the Thing with
Feathers, the images of hope
in the extended metaphor create
a concrete visual of hope’s
necessity in people’s lives.
How can you change it to reveal
a deeper understanding of the
use of metaphor and the
necessity of hope?
Step 11:
Revision
Process
Writing is a process. Every
step is an integral part of
that process.
Editing/revising is another
integral part. Never assume
you are done without
rereading what you have
written. On tests, you will
be the only editor. For class
assignments, you can use
peers, adults, and teachers to
help you with the necessary
final step of the writing
process.
Here are some helpful basic revision steps:
1. Can you identify every sentence in your power
paragraph? If not, what do you have to add or
subtract?
2. Do the sentences flow?
a)Do you notice anything jarring or disconnected?
Will a transition word or phrase, such as
“therefore” or “however” help connect ideas?
b)Or, is it too wordy or repetitive? Do you need to
eliminate some repetition?
3. Check your spelling and grammar. Did you spell
the author’s name correctly? Did you use the present
tense? Make sure you did not use personal (I or we)
or second person (you) pronouns. Check for
pronoun/antecedent agreement errors (someone/their).
4. Check your formatting. Did you use MLA Style?
Are the margins, header, heading, title, spacing, and
quoting formatted according to those specifications?
5. Did you make any necessary corrections that a
peer or your teacher suggested?
Additional Writing
Assignments Using the
Power Paragraph
1. Discuss possible reasons
Dickinson capitalized some of
the common nouns in the
poem.
2. Discuss the word “Extremity” in
the context of the poem and its
various definitions.
3. Dickinson compared hope to a
bird. What else could you
compare hope to? Why?