A Sense of Doubt blog post #2969 - Paragraphs as Sandwiches - For College English Composition

A Sense of Doubt blog post #2969 - Paragraphs as Sandwiches - For College English Composition

I felt it was time for a new page about paragraph writing.

After these initial comments on paragraph writing are listed many resources, starting with a video I made and the sample paragraph that I showed building in that video. I shared the final version here on the blog beneath my video and then following it, I shared the stage-by-stage construction of the paragraph with the color coding via a link to a Google document.

INITIAL COMMENTS ON PARAGRAPH WRITING:

A good paragraph develops a main idea in a fair amount of depth. It remains unified around that one main idea as it develops content, and it functions as a cohesive whole, wherein all the parts of the paragraph flow together with transitional elements and connective tissue.

In simple terms, 

a paragraph begins with a main idea (often an argumentative claim) called a topic sentence or in the PIE format that follows: "the point";

connective tissue follows the topic sentence, unpacking the idea, and providing important context for the reader, complex claims will require more unpacking than simple ones;

the "meat" of the sandwich delivers all the supporting elements rendered in specific and stunning detail for the reader, these can be descriptions, examples, personal experiences, and/or material from source information, in the PIE format that follows this material is obviously called "the information";

the paragraph concludes with explanation/analysis (the "E" of the PIE acronym), in which the author links the information back to the claim, further explaining, analyzing, unpacking, and/or contextualizing it as well as linking it all back to the thesis in an academic essay as opposed to a stand alone paragraph.

 
Some caveats:

- A concluding sentence at the end of a paragraph is a good idea. It can summarize or it can tie up the paragraph in an effective way making a final point, leaving the reader with something to think about, or framing the writing by connecting very specifically back to something at the beginning of the paragraph. In a longer essay, sometimes writers make a transition here, setting up the next topic and the next paragraph; however, transitions can also be part of the topic sentences that lead paragraphs and are often better placed in that position.

- Source information must be set-up and followed up in great detail. Sources are signaled with information that will also appear in the reference and provides readers with information about their origin, their credibility, and/or other contextual cues. And source information, especially quotations, need to be followed up in the explanation/analysis content that follows source use. Often quoted material, though even factual, paraphrased content, needs unpacking to help the reader better understand what  the material means toward proving the point in the larger context of the argument for that paragraph and/or the essay as a whole. Thus, it is a general rule to never end paragraphs with source use (a cite) because explanation has not followed the source use; likewise, since source material needs to be introduced to support a claim, point, or topic sentence, such material should not lead off paragraphs either.

MY VIDEO ON PARAGRAPH WRITING

MY EXAMPLE PARAGRAPH

Beagles are the smartest dogs. The concept of “smart” and dogs may not be quite the same as how we regard intelligence in human terms; however, I have trouble separating the two given how I regard dogs. Because I am the proud owner of a beagle mixed with Springer-Spaniel, I am biased, and I think of her as my child, like a human. Satchel (that’s her name) seems to understand everything I say and everything that is going on in our home. Though she’s nearly eleven, from very early in her first year with us, she showed examples of her intelligence in understanding hundreds of words, problem-solving (especially when trying to get additional food), and even baiting and fooling other dogs that are not as intelligent. I like to joke that Satchel can do Calculus, but she just doesn’t want to do it(or so she tells me). Though documentation of beagles solving Calculus problems is rare, examples of intelligence in beagles have been supported in studies by experts. According to Marvin Chum, director of the Chum group, a non-profit that studies dogs, beagles in particular, canines prove their intelligence via instinctive abilities (sheep herding – 51% of their intelligence is genetic according to Chum), adaptive problem-solving and memory, and obedience (learned skills). Though beagle intelligence is usually equated with two-year-old children, selective breeding has produced higher levels of ability in some dogs (Chum 12). Based on Chum’s descriptions of beagle intelligence, Satchel shows these high levels of intelligence: she remembers places where she has not been for years and shows an uncanny ability to figure out doggie doors or other maze-like structures for pets with very little study time. And though we have not taught her a large number of learned skills, everything we have taught her, she has remembered and can repeat for us or others. I am convinced that Satchel knows more than the 200 words that are typically the vocabulary levels of most very smart dogs; although some people believe that really smart dogs know 500+ individual words (Chum 15). Despite my bias, I would put Satchel next to any border collie, Australian Shepherd, or corgi in an IQ test, in which really smart dogs get answers right 70% of the time (Chum 15). I have seen no evidence that Satchel is not correct in her understanding and memory 100% of the time, but I am probably just seeing what I want to see.

WORK CITED

Chum, Marvin. “An In-Depth Look at Beagle Intelligence: They Are Smarter Than You Think.” The Journal of Popular Beliefs About Our Pets, Vol. 43, no. 4, 2019, pp. 10-20. https://sbctc-lowercolumbia.primo.exlibrisgroup.com/permalink/01STATEWA_LCCOL/155faqr/cdi_proquest_journals_2641599541. https://doi.org/10.1016/j.ajem.2019.158434.

GOOGLE DOC FOR THE STAGES OF BUILDING THIS PARAGRAPH AS SHOWN IN THE VIDEO.

AND NOW, it's time for MORE study OF PARAGRAPH WRITING!


In your exploration of paragraph writing, start here:

Saturday, November 2, 2019
A Sense of Doubt blog post #1719 - Paragraphs - PIES and BURGERS (or sandwiches)

I created this page (above) in my second year as an LCC instructor borrowing the great work of my colleague Amber Lemiere and her coinage of PIE as a paragraph structure. I have since added the BURGER concept to the page and one link from Tacoma Community College as a shout to another excellent locak school in our WeTC network. 

This next link comes from my favorite writing center on the Internet. It used to be Purdue OWL, but that one has fallen out of favor. I like UNC.

Paragraphs via UNC Writing Center

I also like STLCC as a site and this page in particular. It's a bit simple, and I am not a huge fan of a summary concluding sentence at the end of a paragraph, but this one has a very simple approach and shares some very basic information.

Paragraphs and topic sentences from STLCC

For deeper dives, if you really want to take some time to learn advanced techniques, nuance, and sophistication, these next two resources and the video farther down on the page are well worth your study time.

ACADEMIC PARAGRAPHING - Academic English UK

6.2 Effective Means for Writing a Paragraph - University of Minnesota Libraries Publishing 

I like this image below because #2 describes developing the topic sentence or main idea. This concept demonstrates "unpacking" the main idea/topic sentence. This "unpacking" should be vital context that makes the main idea clearer and better understood. Some main ideas need more unpacking than others. I call this content "connective tissue" as it connects the topic sentence to the source material that will provide support for the main idea. Too often students jump right into source material without elaboration of the topic sentence and then proper set-up of source material within that established context.





This first video is very general and probably the best of the group. If you only watch one of these videos, watch this one.

How to Write a Paragraph

Amal Mansour

If you wish to devote more time to studying writing well, as you should, this next video is my favorite of the group even though it's aimed at analytical writing and not just a lesson in writing general  types of paragraphs. I just really love the way the creator shows the viewer paragraph writing and annotates the paragraph as she explains. Definitely worth a look if you want to learn more!

Writing Paragraphs: The Sandwich Method

it'scee

For really deep dives, these next two videos on paragraphs are essential. Depending on what stage you are in with the learning process, given the resources I already shared, you have more than enough material to construct your own paragraphs.

Writing Skills: The Paragraph

Adam’s English Lessons · engVid

How to Write a Paragraph in English

Excited about English

Learn how to write a basic but strong paragraph that follows correct academic format. In this in-depth lesson, I will explain the paragraph structure, which includes a topic sentence (TS), supporting sentences (SS) and a concluding sentence (CS). Also, I will give you tips and show how you can transform a basic, mediocre paragraph into a better, stronger one. You will learn all of the elements of academic paragraph writing including using transition words/phrases (also known as linking words). In addition, you will learn the writing process and strategies for catching your errors.

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- Bloggery committed by chris tower - 2304.05 - 10:10

- Days ago = 2833 days ago

- New note - On 1807.06, I ceased daily transmission of my Hey Mom feature after three years of daily conversations. I plan to continue Hey Mom posts at least twice per week but will continue to post the days since ("Days Ago") count on my blog each day. The blog entry numbering in the title has changed to reflect total Sense of Doubt posts since I began the blog on 0705.04, which include Hey Mom posts, Daily Bowie posts, and Sense of Doubt posts. Hey Mom posts will still be numbered sequentially. New Hey Mom posts will use the same format as all the other Hey Mom posts; all other posts will feature this format seen here.

A Sense of Doubt blog post #2968 - 1619 Project Continues to Stir Up Controversy

A Sense of Doubt blog post #2968 - 1619 Project Continues to Stir Up Controversy


I will admit that I have not finished reading "The 1619 Project," though I bought the book that was released that contains all the original essays and more.

I had held on to the NY Times email in which this short article appeared not realizing from the headline that the project had become a documentary on Hulu.

This is just a short share to remind me to finish reading "The 1619 Project" via the book (as audio) and continue to talk about it in my courses.

I should also watch the Hulu show.

Plus, I love this picture up top.

Thanks for tuning in.

Good morning. “The 1619 Project” continues to provoke national debate about race and history.

German Lopez

NY Times - January 26, 2023

A lasting impact

Three and a half years ago, The New York Times Magazine published The 1619 Project. It argued that 1619, the year the first slave ship is widely believed to have arrived in what is now the U.S., was as foundational to America as the year 1776, and that the legacy of chattel slavery still shapes our society. Essays from historians, scholars and others covered issues including capitalism, criminal justice and music, and sparked a national debate about race and history that is still raging.

Today, “The 1619 Project” premieres as a documentary series on Hulu. I spoke to The 1619 Project’s creator, Nikole Hannah-Jones, about what went into making the documentary and how the events of the past few years like the pandemic and racial justice protests shaped it.

German: American slavery ended generations ago, but one of the project’s arguments was that slavery’s legacy is still very much with us. Where do you see that most clearly?

Nikole: Every episode in the documentary is about modern America. It is following and it’s taking on some institution or aspect of modern American life and then showing how slavery has shaped that institution.

There’s a theme throughout the series: Black people suffer the most from the legacy of slavery, but most Americans suffer from it to some degree.

In one episode, we talk about how capitalism in the United States was shaped largely by chattel slavery and the exploitation of labor, even when workers are paid. And it hurts all of us because we have accepted inequalities in the United States, particularly among workers, no matter their race. We follow the effort to unionize Amazon facilities on Staten Island and in Alabama, where workers are organizing to address those disparities.

One way I’ve heard experts describe this is that politicians and other elites have used racist language and policies to divide white working-class and Black working class people who would otherwise share a common cause. Is that what you’re speaking to?

Yes. An expert, historian Robin D.G. Kelley, talks in the capitalism episode about how the modern ideology around race was created to divide white laborers — like indentured servants — from enslaved Black people and Black people overall. The white, landed elite was exploiting all of these people.

By creating race and giving white people this honorary status and certain legal and societal rights, that was an effective way to divide those who were being exploited from one another.

That has effects today. We know Black people are more likely to be unemployed and more likely to live in poverty. But the American worker overall, no matter their race, is generally doing worse than those in other Western industrialized countries.

Who’s the most interesting person you interviewed for this?

One who stuck out is MacArthur Cotton, who was a member of the Student Nonviolent Coordinating Committee, or S.N.C.C., a student-led civil rights organization in the 1960s. He dropped out of college to fight to democratize America. He goes to prison for trying to register voters, where he was tortured — strung up by his wrists until he defecated on himself. He said the only thing that saved his life was that there was a group visiting the prison that day. I got emotional hearing that story and said, “I’m sorry that you had to go through that.” And he was like, “Don’t be sorry. This is what we had to do.”

Though The 1619 Project got a positive reception when The Times published it, it also became a political flash point. Conservative politicians have criticized it, and some states have banned it from curriculums. Why do you think that is?

The reason The 1619 Project needed to exist in the first place is because we have not, as a nation, wanted to grapple with this issue. For those who believe in American exceptionalism, they saw The 1619 Project as a direct challenge to that. Telling histories this way — centering slavery, centering marginalized people — has always been contested.

I think that is because it is very hard to buy into the notion of American exceptionalism and then deal with the history of Black people in this country.

Beyond that response, a lot has happened since The 1619 Project came out — Covid, the 2020 protests about police brutality and the Jan. 6 riot, to name a few events. Have they changed your thinking about the project?

A lot of it has confirmed and affirmed the thesis. We are still struggling with this founding paradox and which type of country we are going to be and who has the right to be part of “we the people” and determine our self-governance.

Many Americans want to understand: How does George Floyd happen? How does the Jan. 6 insurrection happen in this country? They feel they have not been equipped with the history they need to grapple with the through line in all these events. That is why this project exists.

What was different about doing this project for TV versus doing it for a magazine or book?

Well, I spent my entire life in print. It was my collaborators — Roger Ross Williams, who’s an executive producer; Shoshana Guy, the showrunner; and all the other producers who worked with me to map out how to translate this to television. The essays are dense.

I can take as long as I want to read a complicated passage when I’m reading something. But on TV, you have to take it in all at once. So there was a lot of figuring out: How do we translate all of this to a visual medium? Where do we film? How much voice-over? How much action?

I didn’t go into it with the hubris that I knew how to do this. I knew I had to rely on the experts in making television.

Related: Watch “The 1619 Project” on Hulu and read the essays.

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- Bloggery committed by chris tower - 2304.04 - 10:10

- Days ago = 2832 days ago

- New note - On 1807.06, I ceased daily transmission of my Hey Mom feature after three years of daily conversations. I plan to continue Hey Mom posts at least twice per week but will continue to post the days since ("Days Ago") count on my blog each day. The blog entry numbering in the title has changed to reflect total Sense of Doubt posts since I began the blog on 0705.04, which include Hey Mom posts, Daily Bowie posts, and Sense of Doubt posts. Hey Mom posts will still be numbered sequentially. New Hey Mom posts will use the same format as all the other Hey Mom posts; all other posts will feature this format seen here.