{"id":7038,"date":"2018-11-06T12:00:52","date_gmt":"2018-11-06T20:00:52","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=7038"},"modified":"2020-07-11T14:35:12","modified_gmt":"2020-07-11T21:35:12","slug":"body-paragraphs-the-meat-and-potatoes-of-the-essay","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/body-paragraphs-the-meat-and-potatoes-of-the-essay","title":{"rendered":"Body Paragraphs \u2013 The Meat and Potatoes of the Essay"},"content":{"rendered":"

\u201cMeat\u201d\u2019 of the essay? \u00a0Hmmm. Wish I had some meat.\u201d \u2013 A skeleton<\/span><\/em><\/span><\/h4>\n

 <\/p>\n

Body Paragraphs, Frame Writing and Research Blocks <\/span><\/h2>\n

Analogy time — If the introduction is the appetizer and the conclusion is dessert, then the body paragraph is the main dish; they\u2019re sort of the meat and potatoes of your essay. Body paragraphs are where you go into detail and flesh out big ideas that you presented in your POPs during your essay\u2019s introduction. They are where you introduce research and proof and sometimes the perspectives of others. They are where you actually interpret information for your reader, explain and prove things, and provide commentary and insight. For this reason body paragraphs are generally the longest paragraphs in your essay. \u00a0<\/span><\/p>\n

Remember, you promised your reader that you would talk about certain ideas in a specific order in your thesis statement and in your POPs. \u00a0In your body paragraphs you are making good on that promise. <\/span><\/p>\n

It\u2019s all about the boxes<\/span><\/h3>\n

Just as with the introductory paragraph, essaypop is set up so that the writer composes all of the important elements of each body paragraph (the bridges, research details interpretations, counterarguments, rebuttals and closers) into separate writing fields or boxes. With the essaypop app, the writer, at the push of a button, converts everything that\u2019s been written in these boxes into automatically-stitched-together body paragraphs that are formatted in accordance with MLA guidelines. <\/span><\/p>\n

Of course, it is the writer\u2019s responsibility to make sure that the text within each box make sense and flow into the text in the adjacent box, and like any important skill worth mastering, creating this flow takes time and practice to perfect, but it will begin to happen more easily the more the writer uses the essaypop system. Our built-in transitional words and phrases known as sentence blasters will also help a great deal with this. \u00a0There are numerous ways that you can assemble and organize body paragraphs and we\u2019ll provide you with plenty of models to learn from and emulate. <\/span><\/p>\n

Won\u2019t these writing fields \u201cbox\u201d me in?<\/span><\/h3>\n

While there are just six elements to any body paragraph in the essaypop system (bridges, research details interpretations, counterarguments, rebuttals and closers), there are an unlimited variety of ways the writer can arrange and rearrange these elements to create different kinds of body paragraphs. <\/span><\/p>\n

With the app, the <\/span>action icon<\/b> which is located in the upper right corner of each writing frame, allows the writer to drop any element into the paragraph simply by selecting it. The element, whether it be a research detail or interpretation or something else, will immediately show up just below the frame you are currently working on. The writer can also easily rearrange these elements by dragging and dropping them into new locations within the paragraph. \u00a0<\/span><\/p>\n

So, depending on the purpose of your writing, with essaypop you can create an infinite combination of body paragraph types that analyze, explain, interpret and argue in any way you please. <\/span><\/p>\n

Essaypop allows you to say whatever you want, while at the same time requiring you to express yourself within certain, coherent structures. We call these structures <\/span>templates<\/b>. \u00a0<\/span><\/p>\n

Why use templates?<\/span><\/h3>\n

The fact is, we all use forms, templates and structures when we create things. House builders, architects and engineers obviously do. \u00a0Think about William Shakespeare; his great sonnets were written within the confines of a <\/span>very<\/b> specific structure, and yet they are celebrated as some of the greatest and most creative works ever written. Or take the great jazzman, John Coltrane who is celebrated for his stream-of-consciousness improvisation; it is well known that beneath these wild solos lie very traditional melody and chord structures that have been around for ages.<\/span><\/p>\n

Templates like the writing frames used with essaypop can be used in any way the writer pleases. The boxes don\u2019t dictate <\/span>what<\/b> you will say, they merely guide you towards <\/span>where <\/b>and<\/span> when<\/b> you will say it. With practice, you will find that the writing fields are not limiting at all. And you\u2019re going to to be very impressed with how organized, structured and coherent your essays are. Your teachers are going to be impressed too.<\/span><\/p>\n

The Most Elementary Template \/ The Basic Research Block <\/span><\/h2>\n

Many people are intimidated by the prospect of writing body paragraphs. They know that these paragraphs are long and have a lot of elements like quotes, facts, commentary, argument and counterargument. And while we understand that some more inexperienced essayists might share some of these fears, we also contend that body paragraphs are actually very simple structures. \u00a0<\/span><\/p>\n

During a body paragraph, the writer basically introduces some information in the form of a quote or a statistic or an example or an argument, and then she says something original or interesting about that information. Finally she sums up her thoughts for the reader. That\u2019s essentially it. \u00a0<\/span><\/p>\n

Here\u2019s the basic body paragraph formula:
\n<\/span>\u00a0Bridge<\/span><\/span> + <\/span>Research Detail<\/span> +<\/span> Interpretation<\/span> + <\/span>Closer<\/span> = <\/span>Basic Research Block<\/b><\/p>\n

or:
\n<\/span>[<\/span>B<\/span> + <\/span>RD<\/span> + <\/span>INT<\/span> + <\/span>C <\/span>= [<\/span>BRB<\/b>] \u00a0<\/span><\/p>\n

The Basic Research Block (BRB) is the simplest kind of body paragraph there is. The <\/span>bridge<\/span> announces that some information is coming up, and reminds the reader about the POP, or point of paragraph, that was mentioned in the introduction. The<\/span>\u00a0research detail <\/span>presents some actual \u00a0proof or information that supports the POP.\u00a0 The <\/span>i<\/span>nterpretation <\/span><\/span>\u00a0comments about or explains the information presented. Finally, the <\/span>closer<\/span>, sums things up. <\/span><\/p>\n

Here\u2019s an example of a simple body paragraph that consists of a basic research block:<\/span><\/h4>\n

In her poem, \u201cMoon Tiger”, Denise Levertov provides the reader with some some very interesting clues as to the true and literal identity of the work\u2019s creeping tiger. <\/span>Consider the following \u00a0lines from the poem: “Look. Its white stripes\/ In the light that slid\/Through the jalousies”.<\/span> Levertov is inviting us to pay close attention to a very specific clue: the white stripes coming through the room\u2019s blinds. \u00a0It is a physical fact that moonlight becomes separated into lines that are projected onto the floor when they pass through louvered blinds (jalousies in this case). \u00a0The speaker in the poem seems to be a child who observes these lines of moonlight slowly travelling across her room; she imagines that they are the stripes of a tiger “prowling sleekly” across the room. \u00a0\u00a0Everything else in the poem, the small head, the large feet, the prowling , the sniffing, is all imagined by the child. The moon “tiger” is, very simply, the creation of a child’s overactive imagination and nothing else.<\/span> It’s amazing how poet’s often hide that which is obvious in plain sight, but few people seem to notice.<\/span><\/p>\n

This paragraph, which is probably part of a three or four-paragraph essay, is short and simple, but it does the job. \u00a0It introduces a few lines of poetry, explains and interprets them, then sums things up. It is focused and doesn\u2019t drift off. It is a basic research block — [<\/span>B<\/span> + <\/span>RD<\/span> + <\/span>INT<\/span> + <\/span>C <\/span>] — and qualifies as a simple and coherent body paragraph. <\/span>If you can, as a developing writer, master the basic research block first, then move on to more complex paragraphs.<\/span><\/p>\n

Of course this basic formula can and should be expanded upon. A writer who wishes to explain more might elect to add additional interpretations to the research block using the action icon that is located in the upper-right corner of each writing frame. The writer might decide to add additional research details or bridges or interpretations, and this, of course, will lengthen and add heft and complexity to the paragraph. <\/span><\/p>\n

There are literally endless combinations the essayist can employ to create a range of very simple to very complex body paragraphs. Using the flexible writing frames, you can add and delete paragraph elements as often as you please for a variety of purposes and effects. And, don\u2019t worry, we give you plenty of models and examples to look at. Soon, with a little practice, you will become a proficient and more confident composer of body paragraphs. You will become an essayist.<\/span><\/p>\n

How many body paragraphs am I allowed to have?<\/span><\/h3>\n

There really are no rules that determine how many body paragraphs your essay can have. The classic essay is the 5-paragraph variety which consists of an introduction, three body paragraphs and a conclusion. A lot of teachers like to assign the five paragraph essay, probably because it\u2019s substantial enough to force the student to do a lot of research and express themselves thoroughly, but not so long that it becomes a grading nightmare. \u00a0<\/span><\/p>\n

Keep in mind that all essays automatically feature two paragraphs, the <\/span>introduction<\/b> and the <\/span>conclusion<\/b>. The number of body paragraphs you include will determine the rest of the essays length. So, a quick and simple short-response paper can be a mere three paragraphs in length (intro + 1 body paragraph + conclusion), while an extended research paper that you work on for three weeks might end up being 10 paragraphs long (intro + 8 body paragraphs + conclusion). In sum, the number of body paragraphs you include in your essay depends on the purpose and scope of your writing.<\/span><\/p>\n

How long should my essay be? \u00a0How many pages?<\/span><\/h3>\n

The short and frustrating answer is, it depends. We understand that teachers often require you to write a certain number of pages or words when they assign essays, and that this puts pressure on students to elaborate and come up with lots of things to say. So, how do you make sure that you are writing enough? \u00a0<\/span><\/p>\n

The length of the essay will depend, obviously, on how many body paragraphs you include, and it will also be influenced by how much you say in each of the writing fields. If you write a quick essay with a short introduction, a couple of basic research blocks and a concise conclusion, your essay might end up being a page or two in MLA format (double-spaced, 12-point, Times New Roman font). \u00a0If, however, your bridges are fleshed out, your research details are thorough, and you add a few interpretations and\/or research blocks, or perhaps a counter-argument and a few rebuttals, your essay is going to grow into multiple pages.\u00a0<\/span><\/p>\n

Essaypop will provide you with a suggested number of sentences to write for each writing frame which, hopefully, coax you to write a little more than you might otherwise write. If you follow these guidelines, you can expect to achieve about two or two and a half pages in a four paragraph essay (about 600-750 words). A five paragraph essay will net you about 3 to four pages (900-1200 words). <\/span><\/p>\n

The Four Elements of a Body Paragraph – Let\u2019s Take a Closer Look<\/span><\/h3>\n

The writing fields or boxes for each body paragraph are written and stitched together in the following order:<\/span><\/p>\n

The Bridge (B) <\/span><\/h3>\n

Bridges, as the name implies, connect different parts of your essay to one another. Bridges create a sense of coherence and flow within your essay. Without them, the different elements and ideas within your writing would smash into each other and the effect would be jarring and unpleasant. A bridge can connect a paragraph to another paragraph or it can connect different ideas within the same paragraph together. One major job of the bridge is to transition or lead into research details (RDs) which are quotes, evidence, statistics, proof, or any other text evidence you will be using to demonstrate something or make a point. <\/span><\/p>\n

Typically, the first bridge of each body paragraph recalls or echoes the related POP from the introduction. This helps keep the essay organized and reminds the reader where you are in your ideas. Shorter body paragraphs might have a single bridge at the beginning. More extensive body paragraphs will typically feature several bridges, some longer and some shorter, depending on how often you use research details and other paragraph elements. <\/span>For ease of identification, the bridges will always be highlighted in <\/span>light blue<\/span>.<\/span><\/p>\n

Research Details (RDs)<\/span><\/h3>\n

The research detail is any kind of evidence or example the writer uses use to make a point or to provide an example to support his or her thesis. The RD can be directly quoted or paraphrased, and always needs to be properly cited. <\/span><\/p>\n

The RD can be a statistic, a quote from a piece of literature or an important scientific fact. It can be the results found in a survey, an anecdote, a line from a poem or any other form of evidence. \u00a0<\/span><\/p>\n

Simply put, an RD provides proof for an assertion you are making; it is the \u201ctext\u201d in a text-based argument.<\/span> EssayPOP provides you with an impressive bundle of sentence starters to begin your research details. <\/span>For ease of identification, RDs will always be highlighted in <\/span>light green<\/span>. <\/span>\u00a0<\/span><\/p>\n

Interpretations (INTs) <\/span><\/h3>\n

The interpretation (INT) portion of the body paragraph is where <\/span>you<\/b> make sense of the research detail in your own words. It might include commentary and insight about a topic or analysis of some evidence you have presented. During your interpretation, things are explained to the reader by you. This element is important because it is what makes the essay <\/span>yours<\/b>; it brings your voice into the paper. \u00a0Sure, you\u2019ll be quoting other people and bringing up ideas that you didn\u2019t invent in your research details, but the way in which you explain and interpret these quotes and ideas is what makes the essay your own, original intellectual property. Essaypop provides you with an impressive assortment of sentence starters to begin your interpretations. <\/span>For ease of identification, interpretations will always be highlighted in <\/span>light purple<\/span>.<\/span><\/p>\n

The Closer (C)<\/span><\/h3>\n

Once you have completed all the parts that make up your body paragraph, it is essential to wrap it up nicely at the end. You want don\u2019t want to \u00a0leave your reader wondering if you\u2019ve finished your thoughts. That would be rude. We call this summary sentence at the end \u201cthe closer\u201d. <\/span><\/p>\n

The closer is a single sentence or two at the end that<\/span> often begins with a phrase like “So, as you can see” or “It should now be clear\u201d\ufffc. (We\u2019ll provide you with a ton of closer starters that you can choose from). The closer does two principal things – It summarizes very quickly what you have discussed in the body paragraph and it acts as a signal that you are concluding your thoughts in one paragraph and that you’re ready to transition to another.<\/span> \u00a0Simply stated, the closer makes the paragraph feel finished. <\/span>For ease of identification, closers will always be highlighted in <\/span>light yellow<\/span>.<\/span><\/p>\n

The Body Paragraph Models<\/span><\/h2>\n

Simple Body Paragraphs based on the basic research block (BRB) <\/span><\/h3>\n

Remember, a basic research block is the simplest and most elemental type of body paragraph. \u00a0You should master the BRB first, and then move onto more complex paragraphs.<\/span><\/h4>\n
\n

Model 1<\/span><\/h3>\n

Type of essay: \u00a0<\/b>response to literature
\n<\/span>The prompt:<\/b> \u00a0In a concise, multiple-paragraph-essay, discuss and analyze the literal and figurative imagery used in Denise Levertov\u2019s poem, \u201cMoon Tiger\u201d.
\n<\/span>The Pop: \u00a0<\/b>The stripes on the floor are moonlight coming through the blinds as seen from the point of view of a child. <\/span><\/p>\n

Template Formula: <\/b>\u00a0<\/span>B<\/span> +<\/span> RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
\n<\/span>Word count: <\/b>\u00a0188<\/span><\/p>\n

In her poem, \u201cMoon Tiger”, Denise Levertov provides the reader with some some very interesting clues as to the true and literal identity of the work\u2019s creeping tiger.<\/span> Consider the following \u00a0lines from the poem: “Look. Its white stripes\/ In the light that slid\/Through the jalousies”.<\/span> Levertov is inviting us to pay close attention to a very specific clue: the white stripes coming through the room\u2019s blinds. \u00a0It is a physical fact that moonlight becomes separated into lines that are projected onto the floor when they pass through louvered blinds (jalousies in this case). The speaker in the poem seems to be a child who observes these lines of moonlight slowly travelling across her room; she imagines that they are the stripes of a tiger “prowling sleekly” across the room. Everything else in the poem, the small head, the large feet, the prowling , the sniffing, is all imagined by the child. The moon “tiger” is, very simply, the creation of a child’s overactive imagination and nothing else. <\/span>It’s amazing how poet’s often hide that which is obvious in plain sight, but few people seem to notice.<\/span><\/p>\n

Notes<\/span><\/h4>\n
    \n
  • Bridge<\/span>:<\/b> This bridge introduces the first body paragraph of a four-paragraph essay. It is just two sentences in length and it echoes the POP from the introduction. \u00a0<\/span><\/li>\n
  • Research Detail<\/span>: <\/b>The RD, in this case, is a quote from a poem. Note that it is placed within quotation marks and that the period follows the end-quotation mark. Also note that slash marks have been placed to reflect the poem\u2019s line breaks. The phrase \u201cConsider the following\u201d announces that quoted literature is coming up.<\/span><\/li>\n
  • Interpretation<\/span>:<\/b> \u00a0This INT is a healthy five-sentences long (EssayPOP recommends that they be anywhere from 3-6 sentences each). \u00a0The writer defends his interpretation of the lines with reasoned thinking.<\/span><\/li>\n
  • Closer <\/span>: <\/b>\u00a0One simple sentence that expresses the writer\u2019s thoughts, making this short paragraph feel finished. All in all, the paragraph coherently addresses the prompt.<\/span><\/li>\n<\/ul>\n
    \n

    Model 2<\/span><\/h3>\n

    Type of essay: \u00a0<\/b>research\/expository
    \n<\/span>The prompt:<\/b> \u00a0In class we have read a number of interesting articles about animals that use venom to hunt and\/or protect themselves. \u00a0In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
    \n<\/b>The Pop: \u00a0<\/b>Rattlesnake venom is extraordinarily toxic.<\/span><\/p>\n

    Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
    \n<\/span>Word count: <\/b>\u00a0185<\/span><\/p>\n

    There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff.<\/span> <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University, \u201cSymptoms of a rattlesnake bite include temporary and\/or permanent tissue and muscle damage, loss of an extremity depending on the location of the bite, internal bleeding, and extreme pain around the injection area\u201d. (116)<\/span> Dr. Thoms evidence clearly shows the devastating toxicity of rattlesnake venom. \u00a0The idea that one might experience permanent damage, loss of feeling or even painful internal bleeding is indeed a frightening prospect. \u00a0And when you take a moment to imagine your own body succumbing to the poison and potentially failing altogether, it is a very sobering thought. <\/span>Without question, it is the rattlesnake’s venomous nature, in addition to its menacing looks, that cause people great despair when they encounter this creature.<\/span><\/span><\/p>\n

    Notes<\/span><\/h4>\n
      \n
    • Bridge<\/span>:<\/b> <\/b>This bridge introduces the last body paragraph of a six-paragraph essay. At four sentences in length, this bridge recalls the preceding body paragraphs. It echoes the POP from the intro, and it\u2019s clearly focused on the topic of rattlesnake venom.<\/span><\/li>\n
    • Research Detail<\/span>: <\/b>The RD transitions smoothly from the bridge. It introduces an expert using the sentence starter \u201cAccording to\u201d. \u00a0It provides solid, scientific data. The RD is properly quoted and the research page is correctly cited.<\/span><\/li>\n
    • Interpretation<\/span>: <\/b>The writer begins by paraphrasing the experts claims, then gives a personal reaction to the alarming data. At just three sentences, this is considered a short INT, but it does the job in this case. Remember, Essaypop recommends that INTs range from 3 to 6 sentences in length each.<\/span><\/li>\n
    • Closer<\/span>: <\/b>The closer begins with the sentence starter* \u201cWithout question\u201d and nicely sums up the ideas expressed in the paragraph. \u00a0All in all, the paragraph coherently addresses the prompt.<\/span><\/li>\n<\/ul>\n
      \n

      Model 3<\/span><\/h3>\n

      Type of essay: \u00a0<\/b>narrative procedure (how-to)
      \n<\/span>The prompt:<\/b> \u00a0In a concise, step-by-step, multiple-paragraph-essay, describe how to prepare a favorite food item. <\/span>
      \n<\/b>The POP: \u00a0<\/b>When making a PB & J, bread choice is critical.<\/span><\/p>\n

      Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
      \n<\/span>Word Count:<\/b> \u00a0205<\/span><\/p>\n

      As unlikely as it seems, the type of bread you choose when creating the perfect peanut butter and jelly sandwich is as important as your choice of the peanut butter or jelly. We will be getting into these items a bit later.<\/span> According to the experts a crusty loaf is too thick and will overwhelm the flavors of the peanut butter and jelly. Pumpernickel and rye are also unsuitable for this type of sandwich due to their strong flavors. Most PB and J aficionados prefer a simple, thin and soft white or wheat bread. \u00a0Pepperidge farm plain white bread is considered by some to be the best choice. (Bon Appetit)<\/span> It may seem odd to put so much thought into choosing bread, but, as you can see, the experts are quite clear. \u00a0Too much bread, and you mask the flavor of the really important flavors (the pb & the j); too many strong flavors and you camouflage these ingredients \u00a0as well. So it seems that for this particular sandwich, the quaint simplicity of good ol’ plain white is what the doctor ordered.<\/span> <\/span>Undeniably, the smallest details, even the type of bread one chooses, are very important to understand when designing and creating the perfect peanut butter and jelly sandwich.<\/span><\/p>\n

      Notes<\/span><\/h4>\n
        \n
      • Bridge<\/span>: <\/b>This bridge is the first paragraph of a multiple paragraph narrative procedure essay on how to prepare the perfect peanut butter and jelly sandwich. It echoes the POP from the intro, and it\u2019s clearly focused on the topic of bread choice. It also mentions that other important items will be covered later.<\/span><\/li>\n
      • Research Detail<\/span>:<\/b> The RD is not a direct quote, but it does paraphrase information found in the food magazine, Bon Appetit; sources that are paraphrased must be cited, but do not require quotation marks . It echoes the POP from the intro, and it\u2019s clearly focused on the topic of bread choice.<\/span><\/li>\n
      • Interpretation<\/span>: <\/b>This INT provides a quick commentary about the RD (\u201cIt may seem odd\u201d), then reiterates some of the ideas from the RD in the writer\u2019s own words.<\/span><\/li>\n
      • Closer<\/span>: <\/b>The closer sums up the main idea of the paragraph, which is bread choice, and it helps the paragraph feel finished.<\/span><\/li>\n<\/ul>\n
        \n

        Model 4<\/span><\/h3>\n

        Type of essay: \u00a0<\/b>persuasive
        \n<\/span>The prompt:<\/b> \u00a0In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms. <\/span>
        \n<\/b>The Pop: \u00a0<\/b>Mandatory dress codes in public violate students\u2019 civil rights.<\/span><\/p>\n

        Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
        \n<\/span>Word count:<\/b> 181<\/span><\/p>\n

        In addition to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s civil rights. <\/span>\u00a0<\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d <\/span><\/span>\u00a0<\/span>Our forefathers did not intend to have any American citizen’s right to reasonably express him or herself taken away by anybody at any time, no matter their age. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper.<\/span> <\/span>Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights<\/span>.<\/span><\/p>\n

        Notes<\/span><\/h4>\n
          \n
        • Bridge<\/span>: <\/b>This bridge is the second paragraph of a multiple-paragraph persuasive essay. \u00a0It transitions smoothly from the previous paragraph by using the phrase, \u201cIn addition\u201d and then mentioning the preceding subject matter. It echoes the POP from the intro, and it\u2019s clearly focused on the topic of constitutional rights.<\/span><\/li>\n
        • Research Detail<\/span>:<\/b> The research detail is short and sweet, citing the first amendment of the Constitution beginning with the sentence starter \u201cstates that\u201d. The source is not cited because the existence of this document is considered common knowledge.<\/span><\/li>\n
        • Interpretation<\/span>: <\/b>At six sentences long, the interpretation is a healthy length. \u00a0It focuses on other areas where freedom of expression is protected by the 1st amendment, then reasons that choice of clothing at school should be similarly protected. The somewhat animated tone befits a persuasive essay.<\/span><\/li>\n
        • Closer<\/span>: <\/b>This closer begins with the sentence starter \u201cUndoubtedly\u201d and reinforces the main idea of the body paragraph, making it feel finished. \u00a0The closer reminds us that the body paragraph coherently addresses the prompt.<\/span><\/li>\n<\/ul>\n

          Extending the Basic Research Block With an Additional Interpretation<\/span><\/h2>\n

          We\u2019ve been focusing on the basic research block which features a single piece of research and interpretation, and as we\u2019ve said, BRB\u2019s do get the job done; they are the most basic and elemental body paragraph types, and it\u2019s very important for developing writers to know how to write them. \u00a0<\/span><\/p>\n

          Sometimes a single interpretation is not enough. There\u2019s actually a good reason for this. \u00a0We\u2019ve noticed that essays with just one interpretation seem to go a little light on the most important element of the essay — <\/span>you<\/b>. Remember, the INT is where you get to explain things in your own voice. \u00a0It is where your insights, original thoughts and creativity show up in your essay. <\/span><\/p>\n

          The addition of a second interpretation enhances and improves the essay by forcing you to say more, to dig deeper, to elaborate. This adds depth and heft to the ideas expressed in your essay and, believe us when we say it, your teachers will appreciate this. <\/span><\/p>\n

          Adding an additional INT will also add length to your essay, and for writers struggling with word count, this will be a real blessing, and it will improve your grades. As we\u2019ve said before the extra INT might very well be the difference between a C+ grade and an A. \u00a0<\/span><\/p>\n

          The next body paragraph models will take two of the basic research block paragraphs that we\u2019ve already looked at and add a second INT to them, converting them to extended research blocks. The difference is subtle, but you will notice that the resulting body paragraphs are longer and a bit more complex. <\/span><\/p>\n

          \n

          Model 5<\/span><\/h3>\n

          Type of essay: \u00a0<\/b>persuasive
          \n<\/span>Compare to:<\/b> \u00a0Model 4
          \n<\/span>The prompt:<\/b> \u00a0In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms.
          \n<\/span>The Pop: \u00a0<\/b>Mandatory dress codes in public violate students\u2019 civil rights.<\/span><\/p>\n

          Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
          \n<\/span>Word count:<\/b> 276<\/span><\/p>\n

          See original paragraph*<\/b><\/p>\n

          In addition to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s civil rights. <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span> Our forefathers did not intend to have any American citizen’s right to reasonably express him or herself taken away by anybody at any time, no matter their age. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper. <\/span><\/span>When public school administrators insist that students wear a prescribed uniform it is the moral equivalent of requiring students to adopt the same political or ethical stances as the school district. Jefferson, Hamilton and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. And yet, public school districts around the country continue to enforce strict dress codes so that they might improve order and discipline on their campuses. And while there is nothing inherently wrong with this objective, it hardly seems worthy such an un-American solution.<\/span> <\/span>Undoubtedly, forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights.<\/span><\/p>\n

          Notes<\/span><\/h4>\n

          Since this is an augmented version of a basic research block body paragraph already featured and commented on, these notes will only focus on the second interpretation. \u00a0<\/span><\/i><\/p>\n

          INT2<\/span>:<\/b> The INT continues to focus on the RD which makes reference to the first amendment and even mentions specific forefathers (<\/span>Jefferson, Hamilton and Madison and Adams) who would not be happy with a mandated dress code. The INT briefly mentions some reasons why school districts might desire dress codes (It could improve order and discipline), but immediately calls the approach un-american, which is a brief but good use of counterargument. \u00a0<\/span><\/p>\n

          Ultimately, the paragraph is much improved. It goes into more depth, it flows better and it interprets the RD more thoroughly. In terms of length, the paragraph grew from 181 words to 276. If you were required to write a 5-paragraph, 1,000-word essay, these extra words could really help get you to the finish line. Such improvements are the reason why we encourage essayists to add the extra INT. It\u2019s not difficult to do, and the rewards are worth it.<\/span><\/p>\n

          \n

          Model 6<\/span><\/h3>\n

          Type of essay: \u00a0<\/b>research\/expository
          \n<\/span>Compare to:<\/b> Model 2
          \n<\/span>The prompt:<\/b> \u00a0In class we have read a number of interesting articles about animals that use venom to hunt and\/or protect themselves. \u00a0In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
          \n<\/b>The Pop: \u00a0<\/b>Rattlesnake venom is extraordinarily toxic.<\/span><\/p>\n

          Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
          \n<\/span>Word count:<\/b> 245<\/span><\/p>\n

          See original paragraph*<\/b><\/p>\n

          There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff.<\/span> <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University, \u201cSymptoms of a rattlesnake bite include temporary and\/or permanent tissue and muscle damage, loss of an extremity depending on the location of the bite, internal bleeding, and extreme pain around the injection area\u201d. (116)<\/span> The evidence clearly shows the devastating toxicity of rattlesnake venom. The idea that one might experience permanent damage, loss of feeling or even painful internal bleeding is indeed a frightening prospect. \u00a0And when you take a moment to imagine your own body succumbing to the poison and potentially failing altogether, it is a very sobering thought. <\/span>The idea of being poisoned by a creature in the wild unleashes our wildest and most primitive fears. It is why we are instinctively repulsed by scorpions, spiders and insects. It is an unconscious element of our survival instinct that sets off loud alarm bells in our minds that we heed with a leap or a jump or a scream.<\/span> <\/span>Without question, it is the rattlesnake’s venomous nature, in addition to its menacing looks, that cause people great despair when they encounter this creature.<\/span><\/p>\n

          Notes<\/b> \u00a0<\/span><\/h4>\n

          Since this is an augmented version of a basic research block body paragraph already featured and commented on, these notes will only focus on the second interpretation. <\/span><\/i><\/p>\n

          Int2<\/span>:<\/b> The INT continues to focus on the RD which describes the symptoms of rattlesnake bites, but it goes into a slightly different direction when the writer talks about \u201cthe unleashing of primitive fears\u201d. This Extended Research Block uses the classic \u201cthis shows, this also show\u201d approach. The second, \u201cthis also shows\u201d, interpretation forces the writer to elaborate and move the conversation into an interesting, new direction. <\/span>In terms of length, the paragraph grew from 185 words to 245, a modest increase, but over the course of a five or six paragraph essay, the could increase the overall word count of the essay significantly. <\/span>\u00a0<\/span><\/p>\n

          \n

          Model 7<\/span><\/h3>\n

          Type of essay: \u00a0<\/b>research\/ expository
          \n<\/span>The prompt:<\/b> \u00a0The black widow spider has been called \u201cthe queen of the venomous creatures\u201d. \u00a0In a multiple-paragraph, text-based essay, defend or reject this statement.
          \n<\/span>Pop: <\/b>\u00a0Black widows store their venom in a very unique fashion. <\/span><\/p>\n

          Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
          \n<\/span>Word count:<\/b> 252<\/span><\/p>\n

          One of the things that makes the black widow spider especially dangerous and unique from other venomous predators is the nature of where their toxins are actually stored.<\/span> “Interestingly, different from many other venomous animals including snakes and some other spider species that have toxins only in their venom glands, black widow spiders have toxins not only in their venom glands, but also throughout their body, including in the legs and abdomen, and even in the eggs and newborn spiderlings [18,19,20,21], which is speculated to be helpful for increasing the probability of individual survival and species continuation.” (Yan)<\/span> So, black widows basically carry their venom everywhere. \u00a0Not only is it in their glands which lead to their needle-sharp fangs, it is on their body and their legs and even in their babies’ eggs. And, of course, helps with their overall survival. <\/span>This is why one must be particularly careful when working or playing in environments where black widows frequent such as wood and brick piles, beneath outdoor furniture, and even near barbecues and trashcans. Not only could a sting from one of these creatures cause sickness and create pain and discomfort, but simple contact, such as touching or brushing up against the spider or its eggs could cause similar symptoms. This is why parents must be particularly mindful of where small children, who are particularly susceptible to these toxins, play. <\/span><\/span>With these things in mind, it is easy to see why the black widow spider is considered so deadly and dangerous.<\/span><\/p>\n

          Notes<\/span><\/h4>\n
            \n
          • Bridge<\/span>:<\/b> <\/b>This bridge is a simple, one-word reiteration of the POP from the introduction.<\/span><\/li>\n
          • Research Detail<\/span>:<\/b> The RD is taken from a scientific journal and is properly cited. The information is compelling because of its oddness and will make for an interesting set of interpretations.<\/span><\/li>\n
          • Interpretation 1<\/span>: <\/b>Interpretation 1 summarizes findings taken from a scientific journal. \u00a0It breaks the information down in a more plainspoken and accessible way. This is often a good approach when commenting on technical and scientific research details. The essayist can\u2019t assume that the reader will necessarily be familiar with the concepts or evidence being presented, so a quick summary or paraphrase is almost always helpful.<\/span><\/li>\n
          • Interpretation 2<\/span>: <\/b>Interpretation 2 \u00a0then takes the summarized information and connects it to the prompt, which, in this case, is, \u201cAre black widows the queen of venomous animals?\u201d In this case, the writer is defending the notion and shows why the evidence supports the spider\u2019s deadly reputation. <\/span><\/li>\n
          • Closer<\/span>: <\/b>This closer begins with the sentence starter, \u201cWith these things in mind\u201d and neatly wraps up the paragraph while also reminding us of the POP.<\/span><\/li>\n<\/ul>\n
            \n

            Model 8<\/span><\/h3>\n

            Type of essay: <\/b>response-to-literature
            \n<\/span>The prompt:<\/b> \u00a0In a multiple-paragraph essay, analyze the theme in Walt Whitman\u2019s poem, \u201cWhen I Heard the Learn\u2019d Astronomer\u201d.
            \n<\/span>The Pop: <\/b>The first half of Whitman\u2019s poem sets up a scenario in which a university student feels like he doesn\u2019t belong. <\/span><\/p>\n

            Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
            \n<\/span>Word count:<\/b> 288<\/span><\/p>\n

            The young man who suddenly gets up and leaves the lecture hall in Whitman’s poem, “When I Heard the Learn’d Astronomer” is truly a fish out of water, but is he a bad student? Is he dumb? Well, he certainly is not a fan of math. <\/span>When we first meet him he describes the setting like this. \u00a0As the prominent poet puts it, “When I heard the learn\u2019d astronomer,\/ When the proofs, the figures, were ranged in columns before me,\/ When I was shown the charts and diagrams, to add, divide, and measure them,\/When I sitting heard the astronomer where he lectured with much applause in the\/ lecture-room”. <\/span>So, here we have this giant university lecture hall, filled to capacity with \u00a0enthusiastic, math-crazed, college students who seem, by their applause, to be hanging on every word of this apparently brilliant astrophysicist’s stellar explanations of the cosmos. And then you have this lowly speaker who seems overwhelmed and out-of-place as he witnesses the applause around him. <\/span>I can only imagine him thinking to himself, “Why don’t I fit in? \u00a0Why don’t I get it? Am I dumb?” It literally makes him sick as he sits there thinking about it. In part one \u00a0of this two-part poem, a scenario is set up in which we are introduced to an outcast. The mood is somber and leaves the reader to perhaps recall a time when he or she was left out or isolated from the group. \u00a0A sense of anticipation is also set up by Whitman as we wonder what will happen next. What will this lonely student do?<\/span><\/span> Unquestionably, Whitmans’s purpose in the first half of the poem is to create in the reader a feeling of empathy and tension.<\/span><\/p>\n

            Notes<\/span><\/h4>\n
              \n
            • Bridge<\/span>:<\/b> <\/b>This bridge not only reminds us of the pop from the introduction, but creates a sense of tension for the reader by asking a few questions about the seemingly out-of-place student.<\/span><\/li>\n
            • Research Detail<\/span>:<\/b>\u00a0 The RD is, quite literally, the entire first half of Walt Whitman\u2019s short poem. Notice that the respective lines of poetry are separated with a slash mark.<\/span><\/li>\n
            • Interpretation 1<\/span>: <\/b>Interpretation 1 simply summarizes the first half of Whitman\u2019s nearly 150-year-old poem in a way that is accessible to a more younger audience. The focus is on the seemingly out-of-place student. <\/span><\/li>\n
            • Interpretation 2<\/span>: <\/b>Interpretation 2 begins to analyze Whitman\u2019s purpose and how he creates empathy for \u00a0students as well as a sense of tension. The two interpretations work well together in that they clarify and then analyze. When in doubt, this is a great technique to use to create a quick and substantive pair of interpretations. <\/span><\/li>\n
            • Closer<\/span>: <\/b>This closer neatly wraps up the paragraph and gives the reader expectations for the paragraph to come. <\/span><\/li>\n<\/ul>\n

              Body Paragraph Templates with More than One Research Block<\/span><\/h2>\n

              Basic research blocks (BRBs) and extended research blocks (ERBs) form the basis of all of the body paragraphs you will write. They are the fundamental, building blocks of good, written composition. Remember, the job of the essayist is to facilitate a conversation between the reader, the writer and the third party experts whom the writer refers to for proof, evidence and examples. <\/span><\/p>\n

              The \u201cblocks\u201d provide the writer with a basic structure or template to have this conversation. They are, however, not the only options you have as an essayist. \u00a0<\/span><\/p>\n

              Once you\u2019ve mastered these structures, you can begin to construct more complex paragraphs simply by adding more research details, interpretations, counter-arguments or rebuttals using the action icon located in the upper-right corner of every writing frame. Moreover, You can dramatically develop and lengthen the paragraph by <\/span>connecting<\/b> research blocks to other research blocks (again, done through the action icon). This is particularly useful when you are writing longer papers with lots of research. \u00a0<\/span><\/p>\n

              Sophisticated writers do this all the time; they introduce evidence, interpret and explain it, then introduce new relevant information, and again explain how it relates to the point of the paragraph. The result is a longer and more structured body paragraph. <\/span><\/p>\n

              Take, for example, the rattlesnake paragraph (model 2) that we looked at before that focuses on the effects of rattlesnake venom on the human body. This paragraph centers on one research detail (the quote by the toxicologist, Dr. David Thoms)s, and is followed by two of the writer\u2019s interpretations. \u00a0<\/span><\/p>\n

              But what if the writer wanted to add a second RD right after the first one (perhaps another quote from Dr. Thoms)? This could easily be done by selecting the action icon and adding a research detail which will appear directly below the first RD. \u00a0Or what if, after you added the second RD, the essayist wanted to add a third interpretation (INT) to really flesh out her thoughts? Again, this is done via the action icon. Or what if a whole new extended research block (ERB) featuring a different scientific study is needed? No problem. <\/span><\/p>\n

              Essaypop makes adding and deleting RDs, INTs \u00a0and research blocks (as well as counterarguments and rebuttals) simple. You can easily create your own templates and you\u2019re off to the races. The following body paragraph models provide some examples of different types of complex paragraphs that the writer can compose.<\/span><\/p>\n

              Alternating Research Details and Interpretations<\/span><\/h3>\n

              Sometimes a good way to present information is to alternate research details and interpretations. This approach allows the reader to process the evidence you are presenting one chunk at a time. This is a particularly effective template when you are presenting a lot of complex information. \u00a0You create this template by accessing the action icon and adding INTs to RDs in a sort of \u201cchain\u201d. Adding a RD sentence starter in between each chunk helps with the flow of the paragraph.<\/span><\/p>\n

              \n

              Model 9<\/span><\/h3>\n

              Type of essay: <\/b>research\/expository
              \n<\/span>The prompt:<\/b> In class we have read a number of interesting articles about animals that are misunderstood. In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
              \n<\/b>The Pop: <\/b>Rattlesnakes, despite their reputations, are actually very beneficial to our environment.<\/span><\/p>\n

              Template Formula: <\/b>(2 research blocks)<\/span> [<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> ]+[ <\/span>B<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
              \n<\/span>Word count:<\/b> 269<\/span><\/p>\n

              Rattlesnakes may seem unpleasant to many people, but they actually are extraordinarily beneficial to the \u00a0environment in which we must live. In fact, without these snakes, our local environment would tumble out of balance.<\/span> According to the Queensland Department of Environment, “The feeding habits of rattlesnakes act as a natural form of pest control. Snakes are predators and feed on a variety of creatures. Small snakes feed on many harmful bugs and insects. Larger ones eat mice, rats, and other small mammals that can destroy crops or damage personal property.” (Dept. of Environment)<\/span> It is clear that if we were to eliminate rattlesnakes from our environment with the objective of making ourselves “safe”, we would inadvertently and ironically create the opposite effect. An increase in insects and rodents would most certainly lead to such \u00a0adverse effects as bites, feces in food supplies and the diseases that accompany these conditions.<\/span> <\/span>Recent research by other scientists supports this idea.<\/span><\/span> In fact, “New research by a team of University of Maryland biologists shows the timber rattlesnake indirectly benefits humankind by keeping Lyme disease in check.” (Kabay)<\/span> Lyme disease is a very deadly illness that can incapacitate and even kill humans. Many people are infected by the disease every year, and it is spread by ticks that live on small creatures like rats and squirrels which are staples of the rattlesnake diet. The research clearly indicates that eliminating \u00a0rattlesnakes from human environments would make the environment in which we live more dangerous not less dangerous.<\/span> On the whole, rattlesnakes, despite their fearsome appearance, are quite effective allies in our fight against illness and disease. \u00a0With this in mind, they should most definitely be regarded as friends and not foes.<\/span><\/p>\n

              Notes<\/span><\/h4>\n

              While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of two, consecutive basic research blocks (BRB). \u00a0This template can be easily created through the action icon by adding alternating RDs and INTs as often as needed.<\/span><\/i><\/p>\n

              First Basic Research Block (BRB)<\/span><\/h4>\n
                \n
              • Bridge<\/span>:<\/b> <\/b>The first bridge is from the first paragraph of an expository essay. \u00a0It echoes the POP from the introduction, and it\u2019s clearly focused on the beneficial aspects of rattlesnakes.<\/span><\/li>\n
              • Research Detail #1<\/span>:<\/b> The first RD cites a solid scientific source that is relevant to the POP. \u00a0It is properly quoted and cited parenthetically. It also matches nicely with the RD to come.<\/span><\/li>\n
              • Interpretation #1<\/span>: <\/b>At two sentences long, the INT is a little shorter than the 3-6 sentences that we normally recommend, but it does focus on the RD and will be elaborated upon in the second INT. It also leads smoothly into the next RD.<\/span><\/li>\n<\/ul>\n

                Second Basic Research Block (BRB)<\/span><\/h4>\n
                  \n
                • Bridge<\/span>:<\/b> <\/b>This really is more of a mini-bridge that was composed from an RD sentence starter*. This bridge allows the writing to flow smoothly to the next RD.<\/span><\/li>\n
                • Research Detail #2<\/span>:<\/b> Again, a solid scientific source is properly cited. It flows nicely from the previous writing and it continues to support the POP from the introduction. The simple phrase, \u201cIn fact\u201d (also taken from the sentence starter menu) adds emphasis to the significance of the evidence being presented.<\/span><\/li>\n
                • Interpretation #2<\/span>: <\/b>At three sentences in length, this INT continues the assertion that rattlesnakes are beneficial to our human society. It maintains the paper\u2019s focus of featuring a misunderstood animal and is in keeping with the original essay prompt. <\/span><\/li>\n
                • Closer<\/span>: <\/b>This closer begins with the sentence starter \u201cOn the whole\u201d which acts here as a kind of wrap-up statement. It adequately reinforces the main idea of the body paragraph, reminding us that the prompt is being addressed.<\/span><\/li>\n<\/ul>\n
                  \n

                  Model 10<\/span><\/h3>\n

                  Type of essay: <\/b>persuasive\/ argument
                  \n<\/span>The prompt:<\/b>\u00a0In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms.
                  \n<\/span>The Pop: <\/b>Mandatory dress codes in public violate students\u2019 civil rights.<\/span><\/p>\n

                  Template Formula: <\/b>(2 research blocks) <\/span>\u00a0<\/b>[<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>INT1<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span>] + <\/span>INT3<\/span> + <\/span>C<\/span>]
                  \n<\/span>Word Count: <\/b>327<\/span><\/p>\n

                  In addition to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s civil rights. <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span> Our forefathers did not intend to have any American citizens\u2019 right to reasonably express themselves taken away by anybody at any time, no matter their age. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper. <\/span><\/span>Lee Rowland of the American Civil Liberties Union\u2019s Nevada branch reminds us that<\/span> \u201cin conflict with the First Amendment, school uniform policies create instead an environment of sterilized uniformity scrubbed of the diversity so prized by our founding fathers. (238)<\/span>\u00a0When public school administrators insist that students wear a prescribed uniform it is the moral equivalent of requiring students to adopt the same political or ethical stances as the school district. It\u2019s the same as asking everyone to be the same person. \u00a0Jefferson, Hamilton and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. <\/span>\u00a0And yet, public school districts around the country continue to enforce strict dress codes so that they might improve order and discipline on their campuses. \u00a0And while there is nothing inherently wrong with this objective, it hardly seems worthy such an unamerican solution.<\/span><\/span> Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights. <\/span><\/p>\n

                  Notes<\/span><\/h4>\n

                  While we are placing this model in the alternating RD\/INT category, this body paragraph can also be seen as being composed of two, consecutive research blocks – one basic research block (BRB) and one extended research block (ERB). This template can be easily created through the action icon by adding alternating RDs and INTs or by adding an additional research block.<\/span><\/i><\/p>\n

                  First Research Block (a basic research block)<\/span><\/h4>\n
                    \n
                  • Bridge 1<\/span>:<\/b> <\/b>This bridge is clearly transitioning from a previous paragraph about squelching student creativity. \u00a0It echoes the POP from the introduction, and it\u2019s focused on civil rights violations. The words \u201csquelching\u201d and \u201cflagrant violation\u201d help to a tone of confidant disagreement.<\/span><\/li>\n
                  • Research Detail 1<\/span>:<\/b> The RD is short and sweet, citing the first amendment of the Constitution beginning with the sentence starter \u201cstates that\u201d. The source is not cited because the existent of this document is considered common knowledge.<\/span><\/li>\n
                  • Interpretation 1<\/span>: <\/b>At six sentences long, the INT is a healthy length. It focuses on other areas where freedom of expression is protected by the 1st amendment, then reasons that choice of clothing at school should be similarly protected. The somewhat animated tone befits a persuasive essay.<\/span><\/li>\n<\/ul>\n

                    Second Research Block (an extended research block)<\/span><\/h4>\n
                      \n
                    • Bridge 2<\/span>:<\/b> <\/b>This bridge acts as a simple transition into a second research detail. \u00a0It begins with a sentence starter from the pull-down menu: X reminds us that,<\/span><\/li>\n
                    • Research Detail 2<\/span>:<\/b> The quote is from a relevant and reputable source. There is a match with the first RD in that it makes reference to the founding fathers. The RD is properly quoted and cited.<\/span><\/li>\n
                    • Interpretations 2 and 3<\/span>: <\/b>These INTs continues to focus on the RD which makes reference to the first amendment and even mentions specific forefathers (<\/span>Jefferson, Hamilton and Madison and Adams) who would not be happy with a mandated dress code. INT2 briefly mentions some reasons why school districts might desire dress codes (It could improve order and discipline), but immediately calls the approach un-american, which is a brief but good use of counterargument. <\/span>\u00a0<\/span><\/li>\n
                    • Closer<\/span>: <\/b>This closer begins with the sentence starter \u201cUndoubtedly\u201d and reinforces the main idea of the body paragraph, making it feel finished. \u00a0The closer reminds us that the body paragraph coherently addresses the prompt.<\/span><\/li>\n<\/ul>\n
                      \n

                      Model 11<\/span><\/h3>\n

                      Type of Essay: <\/b>response to literature
                      \n<\/span>The prompt: <\/b>\u00a0In a multiple-paragraph composition analyze and compare the recurring theme about the nature of love that can be found in William Shakespeare\u2019s \u201cSonnet 130\u201d and Rodgers and Hart\u2019s jazz classic, \u201cMy Funny Valentine\u201d.
                      \n<\/span>The Pop: <\/b>\u00a0These two works describe women who are terminally ill.<\/span><\/p>\n

                      Template Formula: <\/b>(2 research blocks) \u00a0[<\/span>B1<\/span> + <\/span>RD<\/span> + <\/span>INT1<\/span>]<\/span> + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span> + <\/span>INT3<\/span> + <\/span>C<\/span>]<\/span><\/p>\n

                      We’ve established that these works of literature reveal the feelings and sentiments of young people in love, but what if we abandoned this premise? What if the characters in each piece weren’t youthful at all, but very old or very sick? What If instead of being sarcasm or even a celebration of a lover’s “perfect imperfections”, these words were literal descriptions of loved ones who are ill and at the end of their days?<\/span>\u00a0<\/span>As an illustration of this, take these lines from Shakespeare’s Sonnet 130: “I have seen roses damasked, red and white\/ But no such roses see I in her cheeks;\/And in some perfumes is there more delight\/Than in the breath that from my mistress reeks”.<\/span>\u00a0<\/span>One could easily read these words as sarcastic jesting or a loving acknowledgment of a few physical flaws. One the other hand, they can also be construed as true depictions of illness and age. The cheeks lose their color because of some sickness and the breath becomes malodorous due to an internal disease. Meanwhile, the speaker can only observe helplessly as his lover slowly fades away. <\/span><\/span>We see this again in “My Funny Valentine” when the singer mournfully asks,<\/span> “Is your figure less than Greek?\/Is your mouth a little weak?\/ When you open it to speak, are you smart?\u201d<\/span> Again, these rhetorical questions could easily be being spoken by a broken-hearted man watching the love of his life fall into decay; her body is broken, her mouth is misshapen from age and she no longer speaks coherently. <\/span><\/span>Without a doubt, this interpretation is supported by the mournful way that Chet Baker croons the words. There is a sadness in his tone that reveals a deep sense of loss, the loss of the woman he loves.<\/span>\u00a0In both works it seems reasonable to conclude that these are lines of mourning as opposed words of complaint.<\/span><\/p>\n

                      Notes \u00a0<\/span><\/h4>\n

                      Alternating RDs and INTs work well when comparing works of literature as it allows one piece to be quoted and analyzed in the first research block and the other piece in the next research block.<\/span><\/i><\/p>\n

                      First Research Block (a basic research block)<\/span><\/h4>\n
                        \n
                      • B1<\/span>:<\/b> This fairly extensive first bridge makes mention of a previous body paragraph which creates a sense of unity between paragraphs. It engages the reader\u2019s interest by asking three consecutive rhetorical questions. <\/span><\/li>\n
                      • RD1<\/b><\/span>: The RD begins with \u00a0a good transitional phrase — \u201cAs an illustration of this, take these lines\u201d– It then properly quotes three lines from the first piece of literature. Note that the period follows the end-quotation mark. Also note that slash marks have been placed to reflect the poem\u2019s line breaks.<\/span><\/li>\n
                      • INT1<\/b><\/span>: <\/b>Here are 3 sentences of inference and commentary that compare a theory discussed in the previous paragraph. A new and darker perspective or take is offered.<\/span><\/li>\n<\/ul>\n

                        Second Research Block (an extended research block)<\/span><\/h4>\n
                          \n
                        • B2<\/span>: <\/b>Beginning with the transitional phrase, \u201cWe see this again\u201d, this quick mini-bridge indicates that the other work is now going to be discussed. <\/span><\/li>\n
                        • RD2<\/span>:<\/b> We have three lines from the second literary work, again, properly quoted<\/span><\/li>\n
                        • INT2<\/span>: <\/b>The writer draws a direct comparison between the two works, using the word, \u201cAgain\u201d, to tie them together.<\/span><\/li>\n
                        • INT3<\/span>:<\/b> The writer is still talking about the same lines, but now she focuses on how the singer croons the lines. This second INT adds depth and complexity to the analysis.<\/span><\/li>\n
                        • Closer<\/span><\/strong>:<\/span> \u00a0One quick sentence that sums up the ideas expressed in the paragraph.<\/span><\/li>\n<\/ul>\n
                          \n

                          Model 12<\/span><\/h3>\n

                          Type of essay: <\/b>persuasive\/ argument
                          \n<\/span>The prompt:<\/b> Pit Bulls are commonly considered to be unpredictable and even vicious animals. They are frequently portrayed in the media as enough of a societal threat that they should be subject to stringent leashing requirements and prohibited from public spaces such as playgrounds and dog parks. Do you believe that pit bulls should be singled out and restricted because of their vicious natures?
                          \n<\/span>The Pop: <\/b>Pitbulls deadly jaw structures and vicious natures are not as bad as many people think<\/span><\/p>\n

                          Template Formula: <\/b>(2 research blocks)<\/span> [<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>INT1<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span>] + <\/span>INT3<\/span> + <\/span>C<\/span>]
                          \n<\/span>Word Count: <\/b>409<\/span><\/p>\n

                          In addition to there being truckloads of spurious media and internet accounts about pitbull aggression, there also exists some significant misconceptions about the breed\u2019s unusually dangerous jaw structure as well as some mistaken beliefs about their supposedly aggressive nature that have given people the wrong idea about these maligned animals. <\/span>The following evidence from Marc Lallanilla at Life Science magazine sheds light on such misconceptions. According to Lalanilla, “There’s a myth that pit bulls have “locking jaws” that seize up when biting. Though pit bulls have strong jaws and, like most dogs, will hold onto their prey after biting it, there is no evidence that a pit bull’s jaws are anatomically different from those of other breeds or that they tend to hold onto prey more tightly or longer than other breeds.”<\/span> Despite these facts, there still are critics out there who contend that pitbulls have these nefarious, monster jaws and skulls that were designed by evolution to kill on an alien scale. These folks, fueled by “science” march around exclaiming that pitbulls are the canine version of The Terminator. It’s truly amazing how people choose to ignore scientific fact when it suits their purposes, even if their unfounded beliefs lead to the unwarranted discrimination against innocent dogs. Such spurious reasoning continues when pitbull detractors complain about the violent and aggressive natures of pitbulls.<\/span> The fact is, pitbulls are actually demonstrably less vicious than other dogs.<\/span><\/span> In fact, it is reported on temperament tests conducted by the American Temperament Test Society that Pit Bulls had a passing rate of 82% or better \u2014 compared to only 77% of the general dog population. \u00a0(Thomas)<\/span> These temperament tests consist of putting a dog through a series of unexpected situations, some involving strangers. Any signs of unprovoked aggression or panic in these situations result in failure of the test. The achievement of Pit Bulls in this study disproves that they are inherently aggressive to people. \u00a0<\/span>And yet, \u00a0critics of these animals, once again informed by “facts” gleaned from the media or, more likely, the internet, continue to insist that these dogs are out-of-control and bloodthirsty beasts, instead of the \u00a0loyal and loving creatures that they really are.<\/span><\/span> Evidently, those with an illogical beef against American bull terriers, will stubbornly cling to the myths and misconceptions about these dogs even in the face of contradictory scientific fact, but those whose opinions are informed by facts and research will agree these creatures are no more dangerous than any other breed of canine. <\/span><\/p>\n

                          Notes<\/span><\/h4>\n

                          While we are placing this model in the alternating RD\/INT category, this body paragraph can also be seen as being composed of two, consecutive research blocks – one basic research block (BRB) and one extended research block (ERB). This template can be easily created through the action icon by adding alternating RDs and INTs or by adding an additional research block.<\/span><\/i><\/p>\n

                          First Research Block (a basic research block)<\/span><\/h4>\n
                            \n
                          • Bridge<\/span>:<\/b> <\/b>This bridge is clearly transitioning from a previous paragraph about spurious media and internet accounts of pitbull violence. It echoes the POP from the introduction, and it\u2019s clearly focused on rebutting* any notion that pitbulls are physiologically or psychologically predisposed to violence. Words like \u201cspurious\u201d, \u201cmisconception\u201d and \u201cwrong idea\u201d help to establish a tone of confidant disagreement.<\/span><\/li>\n
                          • Research Detail 1<\/span>:<\/b> The first RD cites a solid, scientific source that is relevant to the POP. The evidence gets right to the business of rebutting* the misconception that pitbull jaws are not somehow anatomically different than other dogs. It is properly quoted and cited parenthetically. It also matches nicely with the RD to come. <\/span><\/li>\n
                          • Interpretation 1<\/span>: <\/b>The INT is 4 sentences long, but seems longer due to its use of complex sentences. There is a lot of attitude here as is befitting an argumentative piece. Words and phrases like, \u201cnefarious\u201d, \u201cmonster jaw\u201d, \u201calien scale\u201d, and \u201cThe Terminator\u201d and \u201cscience\u201d (in quotes) are all emotionally charged and designed to influence and persuade. The INT also leads smoothly into the next RD, assisted by a bridge.<\/span><\/li>\n<\/ul>\n

                            Second \u00a0Research Block (an extended research block)<\/span><\/h4>\n
                              \n
                            • Bridge<\/span>:<\/b> <\/b>This really is more of a mini-bridge that begins with the phrase \u201cThe fact is\u201d which comes directly from the RD sentence starter menu. This bridge allows the writing to flow smoothly to the next RD which will debunk the myth that pitbulls are hyper-aggressive.<\/span><\/li>\n
                            • Research Detail 2<\/span>:<\/b> Again, a solid scientific source with pertinent statistics is properly cited. It flows nicely from the previous writing and it continues to support the POP from the introduction. The simple phrase, \u201cIn fact\u201d (also taken from the sentence starter menu) adds emphasis to the significance of the evidence being presented.<\/span><\/li>\n
                            • Interpretations 2 and 3<\/span>: <\/b>These two interpretations essentially complete an extended research block (ERB*). Remember, we discussed earlier that following a RD with two INTs allows the essayist to take the conversation deeper. It\u2019s also a great way to add to the paper\u2019s word count. Here, the first INT attempts to explain or summarize the temperament test \u00a0mentioned in the RD, as the reader may not be familiar with this type of evaluation. The second INT changes course and gets back to the argumentative tone that the writer established earlier. All in all, both interpretations are in keeping with answering the original essay prompt. \u00a0<\/span><\/li>\n
                            • Closer<\/span>: <\/b>This closer begins with the sentence starter \u201cEvidently\u201d then proceeds to employ the argumentative tone that the paragraph has consistently maintained. It adequately reinforces the main idea of the body paragraph, reminding us that the prompt and the POP* are being addressed.<\/span><\/li>\n<\/ul>\n
                              \n

                              Model 13<\/span><\/h3>\n

                              Type of essay: <\/b>expository\/ argument
                              \n<\/span>The prompt:<\/b>\u00a0In a multiple-paragraph essay explore a factor or several factors that led to the sinking of the RMS Titanic and the deaths of over 1,500 passengers.
                              \n<\/span>The Pop:<\/b> Captain Edward Smith was partially to blame for the sinking of the Titanic.<\/span><\/p>\n

                              Template Formula: <\/b>(2 research blocks)<\/span> [<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>INT1<\/span> + <\/span>INT2<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT3<\/span>] + <\/span>INT4<\/span> + <\/span>C<\/span>]
                              \n<\/span>Word Count: <\/b>384<\/span><\/p>\n

                              If Bruce Ismay to be held at least partially responsible for building an unsafe ship, Captain Edward Smith must take his share of the blame for being in charge of the ship\u2019s navigation. Because just as the driver of a car that has been in an accident must be held responsible for the damage and injuries caused, a ship\u2019s captain must be accountable craft runs into trouble. <\/span>According to Robert Ballard in \u201cExploring the Titanic\u201d, \u201cIn all Captain Smith received seven ice warnings the afternoon and evening of the disaster\u201d (667).<\/span><\/span> Ignoring this many ice warnings just seems like a recipe for disaster. To use the car\/driver analogy again, it would be like a driver ignoring three stop signs, driving through two red lights and careening over the Metro track when the gate is down — such a driver would surely get into an accident sooner or later. <\/span>It is surprising that a captain with 38 years of experience would be so reckless, and clearly had he heeded these warnings, the ship would have survived. It also makes one wonder if Captain Smith, like Bruce Ismay, was caught up in the overconfidence and hubris of the moment. I mean, why worry about iceberg warnings if you\u2019re sailing an \u201cunsinkable\u201d ship?<\/span><\/span> Maybe this affected his judgement. <\/span>In fact, \u201chad Smith changed his course even by a few degrees the Titanic would have avoided the ice field entirely\u201d (Navigation 2).<\/span><\/span> Captain Smith could have easily avoided this whole disaster had he simply been paying attention to the basics of safety. Iceberg field ahead? \u00a0It would seem obvious to reduce speed. Visibility is poor? Then change course and head for safer waters. Such modifications of speed and course seem elementary. <\/span><\/span>But, for reasons that seem inexplicable, Smith took no precautions. \u00a0Perhaps he felt it more important to show off for Mr. Ismay or the wealthy passengers. Perhaps his desire to set speed records superseded his sense of caution. It\u2019s amazing to think how differently things could have turned out had the captain had been paying attention and had he responded just a bit earlier to the approaching iceberg. <\/span>Without a doubt, due his reckless inattention to the basics of safety, Captain Smith must definitely be considered a primary reason for why the Titanic met its tragic fate.<\/span><\/span><\/p>\n

                              Notes<\/span><\/h4>\n

                              While we are placing this in the alternating RD\/INT category, this body paragraph can also be seen as being composed of three, consecutive basic research blocks (BRB*). This template can be easily created through the action icon* by adding alternating RDs and INTs or by adding two additional research blocks.<\/span><\/i><\/p>\n

                              First Research Block (an extended research block)<\/span><\/h4>\n
                                \n
                              • \n
                                  \n
                                • B1<\/span>:<\/b> This first bridge makes mention of a previous body paragraph about Bruce Ismay. This creates a sense of unity between paragraphs. \u00a0It engages the reader\u2019s interest by presenting an easy-to-understand analogy.<\/span><\/li>\n
                                • RD1<\/b><\/span>: The RD begins with the transitional phrase, \u201cAccording to\u201d, then provides some concise and damning evidence against captain Smith. The quote is properly and parenthetically cited and supports the POP<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
                                    \n
                                  • INT1<\/span>: The commentary focuses on providing a common-sense evaluation of the captain\u2019s actions. It employs a touch of hyperbole to help make the point. It returns to the analogy from the bridge in which the driver in an automobile accident and Captain Smith are compared. <\/span><\/b><\/b><\/li>\n
                                  • INT2<\/span><\/strong>: The second, underlined interpretation goes in a different direction but it is still relevant to the related RD. \u00a0The writer brings up the question of overconfidence, a concept that was explored in the previous paragraph when Bruce Ismay\u2019s culpability was discussed.<\/span><\/li>\n<\/ul>\n

                                    Second Research Block (an extended research block)<\/span><\/h4>\n
                                      \n
                                    • B2<\/span>: <\/b>While short and sweet, this bridge does provide a smooth transition into the next RD. Remember, the second bridge in a longer paragraph often is quite shorter than the bridge that starts the paragraph. <\/span><\/li>\n
                                    • RD2<\/span>:<\/b> Like the first RD, this one provides concise and convincing evidence that Captain Smith may have made major errors in judgement. <\/span><\/li>\n
                                    • INT3<\/span>:<\/b> INT 3 questions Smith\u2019s judgement once again in light of the quote. It also poses consecutive, rhetorical questions and answers to further cement the idea that what Smith should have done is obvious. \u00a0<\/span><\/li>\n
                                    • INT4<\/span>: <\/b>INT 4 offers a few of the writer\u2019s theories as to why Smith may have ignored obvious safety precautions, then asks the reader to consider how things could have gone very differently. This second INT adds depth and complexity to the analysis. \u00a0It also increases the essay\u2019s word count<\/span><\/li>\n
                                    • Closer<\/span><\/strong>:<\/span> A single, complex sentence that neatly wraps up the paragraph. It begins with the phrase, \u201cWithout a doubt\u201d, which was taken from the sentence starter menu.<\/span><\/li>\n<\/ul>\n
                                      \n

                                      Model 14<\/span><\/h3>\n

                                      Type of essay: <\/b>research\/expository
                                      \n<\/span>The prompt:<\/b> In a multiple-paragraph essay, share insights from your research on a marine animal of your choice.
                                      \n<\/span>The Pop: <\/b>Jellyfish have a number of very strange characteristics.<\/span><\/p>\n

                                      Template Formula: <\/b>(3 research blocks)<\/span> [<\/span>B1<\/span> + (<\/span>RD<\/span> + <\/span>INT1<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span>] + [<\/span>B3<\/span> + <\/span>RD3<\/span> + <\/span>INT3<\/span> + <\/span>C<\/span>]
                                      \n<\/span>Word Count: <\/b>\u00a0366<\/span><\/p>\n

                                      In addition to being highly useful in medical and, especially, cancer research, jellyfish are quite simply one of the strangest and most unusual sea creatures on the planet. Scientists have discovered a number of examples of this fact.<\/span> According to marine biologist, Edwin Kantor, \u201cThe largest jellyfish species, the lion\u2019s mane jellyfish (Cyanea capillata), can have tentacles that extend longer than a blue whale, the largest mammal on Earth.\u201d (67) <\/span><\/span>It is difficult to fathom how large this really is. If you placed this fellow on the top of a ten-story building , the tips of his tentacles would still touch the sidewalk. Imagine how effectively a creature with such a “wingspan” could hunt. He certainly must be a fearsome predator.<\/span><\/span> Jellies have other weird characteristics.<\/span><\/span>\u00a0Did you know jellyfish are boneless, brainless and heartless, and most are transparent?\u201d (Ocean Oddities)<\/span> It is amazing to contemplate that a living creature could continue living for even a couple of hours without what we humans would consider the basics for survival. No brains, no heart, no brain? Truly incredible. Of course, if we used these words to describe a person, it would indeed be an unflattering portrayal, but for the jellyfish, it suits them just fine. <\/span>If all of this wasn\u2019t enough to convince you that jellyfish weren\u2019t one of the most unique creatures on the planet, consider the following:<\/span><\/span> \u201c<\/span>The immortal jellyfish (Turritopsis dohrnii) ages like Benjamin Button\u2014when a crisis like starvation presents itself, the jellyfish\u2019s cells transform and revert to their earliest form, a polyp, making this type of jellyfish potentially immortal.\u201d (Simmons 254) <\/span><\/span>Again, it is no surprise that folks look at this formless creature like an alien being from another universe. It’s one thing to be able to stretch out to the size of a sequoia redwood, or to navigate the sea without a brain or bones, but to possess the ability to live forever?– that\u2019s truly unique, not to mention a skill that we humans would most likely want to emulate if they could ever figure out how. <\/span>All in all, when you consider all of their unusual abilities and characteristics, jellyfish truly are some of the weirdest organisms on the planet.<\/span><\/span><\/p>\n

                                      Notes<\/span><\/h4>\n

                                      While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of three, consecutive basic research blocks (BRB*). This template can be easily created through the action icon by adding alternating RDs and INTs or by adding two additional research blocks.<\/span><\/i><\/p>\n

                                      First Basic Research Block<\/span><\/h4>\n
                                        \n
                                      • B1<\/span>:<\/b> This first bridge introduces the fourth paragraph of a 6-paragraph expository essay. It makes mention of a previous body paragraph about the medicinal qualities of chemicals found in jellyfish. It then directly references the POP from the introduction. The bridge suggests that a number of examples of jellyfish strangeness will be discussed in the paragraph.<\/span><\/li>\n
                                      • RD1<\/b><\/span>: The RD begins with the phrase \u201cAccording to\u201d, then introduces some solid, if not surprising, scientific evidence. The RD is properly quoted and parenthetically cited, using MLA formatting.<\/span><\/li>\n
                                      • INT1<\/b><\/span>:<\/b> 3 sentences giving a quick and sharp analysis of the cited lines. The essayists provides an effective analogy to help appreciate the size of this particular species of jellyfish. The tone of the INT is one of wonder on the part of the writer. Such a tone doesn\u2019t belong in every research paper, but it works in the context of the POP which is focused on strange and unusual jellyfish qualities.<\/span><\/li>\n<\/ul>\n

                                        Second Basic Research Block<\/span><\/h4>\n
                                          \n
                                        • B2<\/span>: <\/b>This mini-bridge beginning with the phrase, \u201cJellyfish have other weird characteristics\u201d efficiently sets up the next RD and keeps the writing flowing. It is clear that more evidence is going to be presented. <\/span><\/li>\n
                                        • RD2<\/span>:<\/b> This quick, and very odd, fact is presented in the form of a question that was asked by the author of the original article that the research was taken from. It is properly quoted and cited. <\/span><\/li>\n
                                        • INT2<\/span>: <\/b>This INT is informal and even invokes a bit of humor. Again, such a tone is not always the best fit for a research paper, but within the context of discussing how strange jellyfish are, the informality works here. It sounds friendly and conversational, and allows the writer to express her voice within the essay.<\/span><\/li>\n<\/ul>\n

                                          Third Basic Research Block<\/span><\/h4>\n
                                            \n
                                          • B3<\/span>: <\/b>Beginning with the phrase, \u201cIf all of this wasn\u2019t enough\u201d, this mini-bridge shows that the writer is really rolling now, and that the next RD is going to be quite impressive. A certain rhythm has been established in this paragraph, and this bridge keeps that rhythm flowing.<\/span><\/li>\n
                                          • RD3<\/span>:<\/b> This is another piece of solid, scientific research taken, we assume, from a reliable source (this, of course can be verified later in the works cited list*). It doesn\u2019t hurt that the Latin name of the species is referenced. It is properly quoted and cited. <\/span><\/li>\n
                                          • INT3<\/span>: <\/b>Once again the INT is informal and employs a touch humor. \u00a0It quickly sums up the preceding INTs before commenting on the final RD. The question embedded in the INT once again betrays a sense of wonder on the part of the essayist, a sense of wonder that she hopes her readers will share.<\/span><\/li>\n
                                          • Closer<\/span>: <\/b>The phrase \u201cAll in all\u201d (taken from the sentence starter menu*), signals that the body paragraph is coming to an end. It neatly sums up the paragraph and indicates one last time that the POP* promised in the introduction has been honored.<\/span><\/li>\n<\/ul>\n

                                            Stacked Research Details Followed by Interpretation<\/span><\/h2>\n

                                            Stacking research details can be especially useful in expository and persuasive essays in which you are attempting to impress your audience by presenting consecutive chunks of factual information. Placing research details back-to-back creates a sense that facts to support your argument are plentiful and this can feel convincing to the reader. It also shows that you\u2019ve done your homework. \u00a0<\/span><\/p>\n

                                            In research-based, expository and scientific writing, the facts always take the leading role and it wouldn\u2019t be unusual to stack three or even four RDs, followed by one or two interpretations. Sometimes it helps with the flow of the writing to add a simple transitional phrases between RDs that you can easily find in the sentence starter, pulldown menu. You can easily add additional research details using the action icon located in the top-right corner of each writing frame. \u00a0<\/span><\/p>\n

                                            \n

                                            Model 15<\/span><\/h3>\n

                                            Type of essay: <\/b>persuasive
                                            \n<\/span>The prompt:<\/b>\u00a0In class we have read a number of interesting articles about animals that use venom to hunt and\/or protect themselves. \u00a0In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
                                            \n<\/b>The Pop: <\/b>Among other things, it is the rattlesnake\u2019s toxic bite that causes people such great dread when in the reptile\u2019s presence.<\/span><\/p>\n

                                            Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD1<\/span> + <\/span>RD2<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
                                            \n<\/span>Word count:<\/b> 245<\/span><\/p>\n

                                            There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff. <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University, \u201cSymptoms of a rattlesnake bite include temporary and\/or permanent tissue and muscle damage, loss of an extremity depending on the location of the bite, internal bleeding, and extreme pain around the injection area\u201d. (116) <\/span>Chris Weller of \u201cMedical Daily\u201d informs us that <\/span>Snake venom, horrifyingly enough, is really just complex saliva. And not all of it is created equal. Depending on the snake that bites you, your heart could shut down; your muscles could become paralyzed; or your blood could clot so much that it no longer flows. (52)<\/span>\u00a0<\/span>These experts\u2019 evidence clearly show the devastating toxicity of rattlesnake venom. The idea that one might experience permanent damage, loss of feeling or even painful internal bleeding is indeed a frightening prospect. And when you take a moment to imagine your own body succumbing to the poison and potentially failing altogether, it is a very sobering thought.<\/span> The idea of being poisoned by a creature in the wild unleashes our wildest and most primitive fears. \u00a0It is why we are instinctively repulsed by scorpions, spiders and insects. It is an unconscious element of our survival instinct that sets off loud alarm bells in our minds that we heed with a leap or a jump or a scream.<\/span> <\/span>Without question, it is the rattlesnake’s venomous nature, in addition to its menacing looks, that cause people great despair when they encounter this creature.<\/span><\/p>\n

                                            Notes<\/span><\/h4>\n
                                              \n
                                            • Bridge<\/span>:<\/b> <\/b>This bridge introduces the last body paragraph of a six-paragraph essay. At four sentences in length, this bridge recalls the preceding body paragraphs. It echoes the POP from the intro, and it\u2019s clearly focused on the topic of rattlesnake venom.<\/span><\/li>\n
                                            • Research Detail 1<\/span>: <\/b>The RD transitions smoothly from the bridge. \u00a0It introduces an expert using the sentence starter \u201cAccording to\u201d. \u00a0It provides solid, scientific data. The RD is properly quoted and the research page is correctly cited.<\/span><\/li>\n
                                            • Research Detail 2<\/b>:<\/b><\/span> There is no bridge connecting the two research details which creates the effect that the evidence is plentiful. \u201cI\u2019ve got plenty of data to share\u201d, the essayist seems to be saying. While the proof is presented back-to-back, there is no problem with the transition here. It flows nicely. Just as with RD1, this is solid, scientific evidence that is properly quoted and cited. <\/span><\/li>\n
                                            • Interpretation 1<\/span>: <\/b>The writer begins by paraphrasing the experts claims, then gives a personal reaction to the alarming data. \u00a0At just three sentences, this is considered a short INT, but it does the job in this case. Remember, essaypop recommends that INTs range from 3 to 6 sentences in length each.<\/span><\/li>\n
                                            • Interpretation 2<\/span>:<\/b> This INT continues to focus on the research detail which describes the symptoms of rattlesnake bites, but it goes into a slightly different direction when the writer talks about \u201cthe unleashing of primitive fears\u201d. Together, the two INTs use the classic \u201cthis shows, this also show\u201d approach. The second, \u201cthis also shows\u201d, interpretation forces the writer to elaborate and move the conversation into an interesting, new direction.<\/span><\/li>\n
                                            • Closer<\/span>: <\/b>The closer begins with the sentence starter* \u201cWithout question\u201d and nicely sums up the ideas expressed in the paragraph. \u00a0All in all, the paragraph coherently addresses the prompt.<\/span><\/li>\n<\/ul>\n
                                              \n

                                              Model 16<\/span><\/h3>\n

                                              Type of essay: <\/b>persuasive\/ argument
                                              \n<\/span>The prompt:<\/b>\u00a0In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms.
                                              \n<\/span>The Pop: <\/b>Mandatory dress codes at public schools are a violation of students\u2019 civil rights.<\/span><\/p>\n

                                              Template Formula: <\/b>[<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>RD2<\/span> + <\/span>RD3<\/span>] + [<\/span>INT1<\/span>] + <\/span>INT2<\/span> + <\/span>C<\/span>]
                                              \n<\/span>Word Count: <\/b>376<\/span><\/p>\n

                                              In addition, to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s’ civil rights.<\/span> <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span>\u00a0Lee Rowland of the American Civil Liberties Union\u2019s Nevada branch reminds us that<\/span> \u201cin conflict with the First Amendment, school uniform policies create instead an environment of sterilized uniformity scrubbed of the diversity so prized by our founding fathers. (238) <\/span>And, first amendment scholar, David L. Hudson of The First Amendment Center points out that <\/span>many parents argue that these restrictive [dress code] policies also infringe on the parents\u2019 freedom in rearing their children. (Clothing)<\/span> Our forefathers did not intend to have any American citizens\u2019 right to reasonably express themselves taken away by anybody at any time, no matter their age. Nor did they wish to compel parents to raise their children in a certain way. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper. <\/span>When public school administrators insist that students wear a prescribed uniform it is the moral equivalent of requiring students to adopt the same political or ethical stances as the school district. It\u2019s the same as asking everyone to be the same person. Jefferson, Hamilton and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. And yet, public school districts around the country continue to enforce strict dress codes so that they might improve order and discipline on their campuses. \u00a0And while there is nothing inherently wrong with this objective, it hardly seems worthy such an unamerican solution.<\/span><\/span> Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights. <\/span><\/p>\n

                                              Notes<\/span><\/h4>\n

                                              This template can be easily created through the action icon by stacking 3 RDs that are stitched together using mini-bridges and then adding 2 INTs.<\/span><\/i><\/p>\n

                                                \n
                                              • Bridge<\/span>:<\/b> <\/b>This bridge is clearly transitioning from a previous paragraph about squelching student creativity.. \u00a0It echoes the POP from the introduction, and it\u2019s focused on civil rights violations. The words \u201csquelching\u201d and \u201cflagrant violation\u201d help to a tone of confident disagreement.<\/span><\/li>\n
                                              • Research Details \u00a01, 2 and 3<\/span>:<\/b> The first research detail flows smoothly from the initial bridge and is short and sweet. \u00a0It cites the first amendment of the Constitution beginning with the sentence starter* \u201cstates that\u201d. The source is not cited because the existence of this document is considered common knowledge. <\/span><\/li>\n
                                              • The second research detail builds on the constitutional argument by making reference to our founding fathers. It is preceded by a transitional bridge that gives proper attribution to a reliable source <\/span><\/li>\n
                                              • The third and final research detail presents evidence that parents\u2019 privacy is also being infringed upon. The three RDs come from solid sources and, taken together, they create a solid foundation for the argument the essayist is trying to make. The RDs blend nicely and are stitched together with the help of the mini-bridge phrases \u201cstates that\u201d, \u201cremind us that\u201d and \u201cpoints out\u201d, all taken from the sentence starter pulldown menu.*<\/span><\/li>\n<\/ul>\n
                                                  \n
                                                • Interpretations 1 and 2<\/span>: <\/b>These two interpretations essentially complete the equivalent of an extended research block (ERB*). \u00a0Remember, we discussed earlier that following a RD with two INTs allows the essayist to take the conversation deeper. It\u2019s also a great way to add to the paper\u2019s word count. At six sentences long, the first INT is a healthy length. It focuses on other areas where freedom of expression is protected by the 1st amendment, then reasons that choice of clothing at school should be similarly protected. The somewhat animated tone befits a persuasive essay. INT 2 continues to focus on the RD stack and makes reference to the first amendment and even mentions specific forefathers (<\/span>Jefferson, Hamilton and Madison and Adams) who would not be happy with a mandated dress code. The INT briefly mentions some reasons why school districts might desire dress codes (It could improve order and discipline), but immediately calls the approach un-american, which is a brief but good use of counterargument. <\/span><\/li>\n<\/ul>\n
                                                    \n
                                                  • Closer<\/span>: <\/b>This closer begins with the sentence starter \u201cUndoubtedly\u201d and reinforces the main idea of the body paragraph, making it feel finished. \u00a0The closer reminds us that the body paragraph coherently addresses the prompt. <\/span><\/li>\n<\/ul>\n

                                                    Body Paragraphs with Counterargument and Rebuttal <\/span><\/h2>\n

                                                    Counterargument<\/span><\/h3>\n

                                                    Oftentimes, and especially in persuasive compositions, the essayist will need to take on an opponent with a different point of view. There are two parts to this exchange. The part where an opponent attacks your argument is known as the counter-argument, and the part where you answer back is called the rebuttal. \u00a0<\/span><\/p>\n

                                                    One might reasonably ask, \u201cWhy in the world would I provide any space in my essay for someone who wants to weaken my argument. It is actually very important that you do provide your reader with the counterargument to your own argument. According to the Purdue Online Writing Workshop, \u00a0\u201c<\/span>In order to present a fair and convincing message, you may need to anticipate, research, and outline some of the common positions (arguments) that dispute your thesis.\u201d \u00a0<\/span><\/p>\n

                                                    Presenting the opposing viewpoint actually strengthens your own argument because it shows you to be credible, fair-minded and unafraid. It also gives you the opportunity to fight back.<\/span><\/p>\n

                                                    Rebuttal<\/span><\/h3>\n

                                                    The rebuttal is your opportunity to turn the tables on your opponent. In court, you might hear the judge say, \u201cNow that you\u2019ve heard the accusations, have you a rebuttal?\u201d Of course you have a rebuttal. Since you\u2019ve fairly presented the other side\u2019s opinion in the counter-argument, you may now present your own reasoned rebuttal arguments to undo or deflect any damage that may have been done. <\/span><\/p>\n

                                                    These arguments are usually delivered using a polite and formal tone, which shows you are in control of the situation and unintimidated. \u00a0Some writers even compliment their opponent for holding the views that they do, before introducing their own rebuttal. <\/span><\/p>\n

                                                    Organizing Your Counter-arguments and Rebuttals<\/span><\/h3>\n

                                                    Essaypop provides you with two methods to present counter-arguments and rebuttals; the first is called the <\/span>dedicated method<\/b>; the second is called the <\/span>embedded method.<\/b><\/p>\n

                                                    Dedicated Paragraph Method<\/span><\/h3>\n

                                                    The first method has the writer address all of the counterarguments closer to the end of the essay in a single, dedicated paragraph. We call this method the \u201cdedicated\u201d paragraph approach because the entire paragraph is reserved for counter-argument and rebuttal. The writer can address one counter-argument or many by simply selecting counter-arguments and rebuttals using the action icon, located in the upper-right corner of each writing field. This strategy works well when the writer wishes to front-load all of his information and arguments, without interruption or distraction. <\/span><\/p>\n

                                                    Embedded Paragraph Method<\/span><\/h3>\n

                                                    The second strategy has the essayist embed counter-arguments and rebuttals into existing body paragraphs. \u00a0With this method you take on objections as they come, which, in a way, is similar to the normal, back-and-forth banter of two people engaged in a debate. \u00a0As soon as you want to add a counter-argument to a body paragraph, you simply do so by accessing the action icon and adding a counter-argument and a rebuttal or two.<\/span><\/p>\n

                                                    How Many Counter-arguments and Rebuttals Should I Include?<\/span><\/h3>\n

                                                    We recommend that writers present <\/span>two rebuttals<\/b> for each counter-argument presented. This, of course, gives you a little bit of an advantage, and that\u2019s sort of the point. It is your essay after all, and you want to make sure you present your argument in the best possible light. In the following models, c<\/span>ounter-arguments are highlighted in <\/span>salmon<\/span> and the rebuttals are highlighted in <\/span>gray<\/span>.<\/span><\/p>\n

                                                    Embedded Paragraph Models<\/span><\/h3>\n
                                                    \n

                                                    Model 17<\/span><\/h3>\n

                                                    Type of essay: <\/b>persuasive\/ argument
                                                    \n<\/span>The prompt:<\/b> In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms.
                                                    \n<\/span>The Pop: <\/b>Mandatory dress codes in public violate students\u2019 civil rights.<\/span><\/p>\n

                                                    Template Formula: <\/b>[<\/span>B<\/span> + <\/span>RD<\/span> + <\/span>INT<\/span> + <\/span>CA<\/span> +<\/span> REB1<\/span> +<\/span> REB2<\/span> + <\/span>C<\/span>]
                                                    \n<\/span>Word Count: <\/b>339<\/span><\/p>\n

                                                    In addition, to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s’ civil rights. <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span> Our forefathers did not intend to have any American citizen’s right to reasonably express him or herself taken away by anybody at any time, no matter their age. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper.<\/span><\/span> Of course, there are those such as more conservative parents and school administrators who think that a school dress code is the key to maintaining law and order and a sense of discipline on campus. These critics of free dress may even cite studies demonstrating that schools that instill dress codes have fewer incidents of crime and graffiti.<\/span> However, these small improvements do not make up for the great damage caused by violating students’ basic civil rights. \u00a0Hey, young man, give up a few of your rights and we’ll promise you a peaceful environment. It’s the wrong message to send young people. \u00a0<\/span>Besides, it isn’t the students’ responsibility to create law and order on campus. This is the responsibility of the teachers, administrators and, to some degree, parents. \u00a0If a school can’t keep the peace when students are wearing their own choice of fashion, then perhaps the school itself should look more closely at its own policies and practices, and not at some kid’s sagging blue jeans or Yeezy tee shirt with holes in it. <\/span><\/span>Undoubtedly, despite the opinions of some misguided critics, forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights.<\/span><\/p>\n

                                                    Notes<\/span><\/h4>\n

                                                    Since this is an augmented version of a basic research block body paragraph already featured and commented on, these notes will only focus on the counter-arguments and rebuttals. \u00a0<\/span><\/i><\/p>\n

                                                      \n
                                                    • Counter-argument<\/span>: <\/b>Having already made a pretty good case that school dress codes violate students\u2019 civil rights, the essayist now calmly and fairly acknowledges the opposing side. Beginning with the phrase, \u201cof course\u201d, this two sentence concession to an alternative view is respectful and unsurprised. It even concedes that there may be some evidence to support the opponent\u2019s position.<\/span><\/li>\n
                                                    • Rebuttal 1<\/span>: <\/b>The first part of the rebuttal strikes back by first mentioning that any gains caused by a dress code would be very modest, and even insignificant when compared to the damage done. In even suggests that such tactics might be a way of tricking kids.<\/span><\/li>\n
                                                    • Rebuttal 2<\/span>: <\/b>Part 2 deflects the responsibility away from kids and back towards adults and schools themselves. Together these two rebuttals effectively take the argument back from the opposition and bring it back to the advantage of the essayist. It is done with respect and confidence.<\/span><\/li>\n
                                                    • Closer<\/span><\/strong>: <\/span>This closer is very similar to the original, but it does give mention to the counterargument with the phrase, \u201cdespite the opinions of some misguided critics\u201d. The word \u201cmisguided\u201d may be a bit strong, but it does make a point.<\/span><\/li>\n<\/ul>\n
                                                      \n

                                                      Model 18<\/span><\/h3>\n

                                                      Type of essay: <\/b>narrative procedure (how-to)
                                                      \n<\/span>The prompt:<\/b> In a concise, step-by-step, multiple-paragraph-essay, describe how to prepare a favorite food item. <\/span>
                                                      \n<\/b>The POP: <\/b>When making a PB&J, bread choice is critical.<\/span><\/p>\n

                                                      Template Formula: <\/b>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>CA<\/span> + <\/span>REB<\/span> + <\/span>C<\/span>]
                                                      \n<\/span>Word Count:<\/b> 261<\/span><\/p>\n

                                                      As unlikely as it seems, the type of bread you choose when creating the perfect peanut butter and jelly sandwich is as important as your choice of the peanut butter or jelly. We will be getting into these items a bit later.<\/span> According to the experts a crusty loaf is too thick and will overwhelm the flavors of the peanut butter and jelly. Pumpernickel and rye are also unsuitable for this type of sandwich due to their strong flavors. Most PB and J aficionados prefer a simple, thin and soft white or wheat bread. Pepperidge farm plain white bread is considered by some to be the best choice. (Bon Appetit)<\/span> It may seem odd to put so much thought into choosing bread, but, as you can see, the experts are quite clear. Too much bread, and you mask the flavor of the really important flavors (the pb & the j); too many strong flavors and you camouflage these ingredients \u00a0as well. So it seems that for this particular sandwich, the quaint simplicity of good ol’ plain white is what the doctor ordered. <\/span>Naturally, there will be those who insist that a wheat bread with fiber and grains is required because it is healthier or because it has more complex textures and flavors.<\/span> <\/span>But we\u2019re not talking about gourmet cuisine here; we\u2019re making a good, ol\u2019 fashion PB & J. We can save the fancy ingredients for a special occasion.<\/span> Undeniably, the smallest details, even the type of bread one chooses, are very important to understand when designing and creating the perfect peanut butter and jelly sandwich.<\/span><\/p>\n

                                                      Notes<\/span><\/h4>\n

                                                      Since this is an augmented version of a basic research block body paragraph already featured and commented on, these notes will only focus on the counter-arguments and rebuttals. \u00a0<\/span><\/i><\/p>\n

                                                        \n
                                                      • Counter-argument<\/span>: <\/b>Typically, an expository or how-to piece doesn\u2019t always include a counter-argument, but in this case it does add an element of interest to the paragraph. Plus, since we\u2019re talking about something subjective like food preference, it is not out of bounds to talk about alternative tastes.<\/span><\/li>\n
                                                      • Rebuttal 1<\/span>: <\/b>Here we have two simple sentences that basically tell <\/span><\/li>\n<\/ul>\n

                                                        Counterargument + Rebuttal \/ Dedicated Paragraph<\/span><\/h2>\n
                                                        \n

                                                        Model 19 <\/span><\/h3>\n

                                                        Type of essay: <\/b>persuasive\/ argument
                                                        \n<\/span>The prompt:<\/b>\u00a0 n a concise, multiple-paragraph-essay, take a stand on whether or not you believe pitbull terriers should be banned from public spaces.
                                                        \n<\/span>The Pop: <\/b>The notion that pitbulls are more prone to bite humans than other dogs is false.<\/span><\/p>\n

                                                        Template Formula: <\/b>[<\/span>B<\/span> + <\/span>CA <\/span>+ <\/span>REB1<\/span> + <\/span>REB2<\/span> + <\/span>C<\/span>]
                                                        \n<\/span>Word Count: <\/b>339<\/span><\/p>\n

                                                        Of course there are those who have been reeled in by misleading media accounts of pitbulls attacking people in public. \u00a0They contend that any attempt to defend these dogs is irresponsible and an invitation to disaster. I could not disagree more, but let’s take a closer look at some of \u00a0their concerns.<\/span> One common argument that pitbull detractors use is that pitbulls are demonstrably vicious creatures that have been proven to attack people at a much higher rate than any other breed. \u00a0These critics, like the editors at dogbite.org contend that “pitbulls are involved in more than 60 % of canine attacks on humans\u201d and are therefore untrustworthy. Based on these facts, one might conclude that pitbulls are indeed vicious creatures that need to be carefully monitored and controlled. At least that is what the critics conclude. <\/span>But what the information doesn’t reflect is what was mentioned already when we discussed Winters and Ferguson’s studies. and \u00a0You’ll recall that these studies showed that most of these attacks occurred during scheduled dog fights or during fight training. It’s not the breed, it’s the context in which they are forced to live, train and perform. If one were to train french poodles to attack other dogs for sport from the time they were puppies, then we would likely hear frequent media reports about the scourge of french poodle attacks in our cities and public spaces. \u00a0<\/span> Sure pitbulls bite more people than other breeds, but the information that organizations like dogbite.org fail to divulge when they present their “damning evidence” against pitbulls is where \u00a0and how the attacks are occurring. The attacks are mostly not happening in the place where normal people frequent. Their statistics are not coming from parks or schools or normal neighborhoods. \u00a0They are mostly taking place in areas where the dogs fight or are training to fight. Omitting this important fact is tantamount to lying. <\/span><\/span>It would seem that those who wish to malign the pitbull breed are not above skewing the data to fit their needs.<\/span><\/p>\n

                                                        Notes<\/span><\/h4>\n
                                                          \n
                                                        • Bridge<\/span>:<\/b> This bridge sets up the opposing view or counter-argument, but does not concede defeat. The phrase, \u201cI could not disagree more, but let’s take a closer look at some of their concerns\u201d, is respectful, but also conveys that these ideas will be thoroughly rebutted.<\/span><\/li>\n
                                                        • Counter-argument<\/span>: <\/b>This counter-argument works much in the same way as a research detail does. \u00a0It provides <\/span><\/li>\n
                                                        • Rebuttal 1<\/span>: <\/b>The first rebuttal refers back to evidence (from Winters and Ferguson) that was brought up in an earlier body paragraph. Bringing up good information from earlier in your essay is a valid and excellent technique that debaters and attorneys frequently use. It goes on to argue that any dog trained to attack, even a poodle would be aggressive as a result. <\/span><\/li>\n
                                                        • Rebuttal 2<\/b><\/span>: <\/b>The second part of the rebuttal takes on the very source that was mentioned in the counter-argument itself (dogbite.org). It is always wise to weaken your opponent\u2019s source if possible. This rebuttal not only skewers the source, but then accuses the opponent of misrepresenting the information.<\/span><\/li>\n
                                                        • Closer<\/span>: <\/b>The closer ends the paragraph with continued accusatory tone, accusing the opposition of skewing the data to fit their needs.<\/span><\/li>\n<\/ul>\n\n
                                                          \n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

                                                          You promised your reader that you would talk about certain ideas in a specific order in your thesis statement and in your POPs. In your body paragraphs you are making good on that promise.<\/p>\n","protected":false},"author":6,"featured_media":8174,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[202],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7038"}],"collection":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/comments?post=7038"}],"version-history":[{"count":15,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7038\/revisions"}],"predecessor-version":[{"id":11484,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7038\/revisions\/11484"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/8174"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=7038"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=7038"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=7038"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}