{"id":7047,"date":"2018-11-06T12:37:41","date_gmt":"2018-11-06T20:37:41","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=7047"},"modified":"2020-07-11T14:19:07","modified_gmt":"2020-07-11T21:19:07","slug":"the-body-closer","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/the-body-closer","title":{"rendered":"The Body Closer"},"content":{"rendered":"

“It\u2019s been fun. Too bad we\u2019ve got to go.” \u2013 Augustus Pop<\/span><\/em><\/h4>\n

 <\/p>\n

The relationship between bridges and closers<\/span><\/h2>\n

Every body paragraph in essaypop begins with a bridge and ends with a closer.\u00a0 There is a good reason for this. We feel that these two paragraph elements act as important <\/span>framing features<\/b> and that without them there would be a tendency for your body paragraphs to become unstructured..\u00a0 <\/span><\/p>\n

The key to coherent paper is structure and a smooth transition between different thoughts and concepts. Whereas the initial bridge or topic sentence tells the reader that a new idea is about to be discussed, the closer indicates that this part of the discussion is finished. In this regard, bridges and closers create a sense of rhythm and symmetry within the essay.<\/span><\/p>\n

What does the closer do?<\/span><\/h2>\n

Once you have completed all the parts that make up your body paragraph, the bridges, and the research details and the interpretations, it is important to inform your reader that you\u2019re finished with this part of the discussion and are ready to move on to the next item.\u00a0 A single sentence or two at the end of the paragraph is usually all that is needed to accomplish this. We call this summarizing or concluding sentence at the end \u201cthe closer\u201d. <\/span>The closer accomplishes several important things:<\/span><\/p>\n

    \n
  • It signals that the paragraph is finished.<\/span><\/li>\n
  • It quickly sums up the content of the body paragraph.<\/span><\/li>\n
  • It reiterates or echoes the POP or topic sentence from the introduction.<\/span><\/li>\n
  • It helps transition into the next paragraph<\/span><\/li>\n<\/ul>\n

    Closers often begin with phrases like, “So, as you can see” or “It should now be clear”.\u00a0 As with the other body components, we provide you with a number of helpful, sentence starters that you can access via the pull-down curtain located in the bottom-left portion of the writing frame. Closers can also be written in the form of a question that will likely be answered in the next paragraph or as a provocative statement. Please study the following paragraph models carefully, so you can begin to understand the variety of ways you can close out your body paragraphs.<\/span><\/p>\n

    Model Paragraphs Featuring Closers<\/span><\/h2>\n

    Simple Body Paragraphs based on the basic research block (BRB) <\/span><\/h2>\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><\/p>\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 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. It 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 traveling 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
    • Closer<\/span>: <\/b>Here we have a simple sentence that sums up the writer\u2019s thoughts and impressions about the poet\u2019s technique. \u00a0The phrase, \u201cIt\u2019s amazing how\u201d reveals an appreciation for the poem that the reader might share. All in all, the closer helps this short paragraph feel finished. <\/span><\/li>\n<\/ul>\n
      \n

      Model #2<\/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 use venom to hunt and\/or protect themselves. In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
      \n<\/b>The Pop: <\/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 rattlesnake 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> Dr. Thoms 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>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
      • Closer<\/span>: <\/b>The closer begins with the sentence starter \u201cWithout question\u201d, taken directly from the pull-down menu and nicely sums up the ideas about rattlesnake venom expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is finished. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction, and it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
        \n

        Model #3<\/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>\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 your choice of the peanut butter or jelly. \u00a0We 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 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>\u00a0<\/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
        • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cUndeniably\u201d, taken directly from the pull-down menu and nicely sums up the ideas about PB & J \u00a0bread choice expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is done. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
          \n

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

          Type of essay: <\/b>persuasive
          \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. <\/span>
          \n<\/b>The Pop: <\/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>After all, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span> <\/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><\/p>\n

          Notes<\/span><\/h4>\n
            \n
          • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cUndoubtedly\u201d, taken directly from the pull-down menu and nicely sums up the ideas about mandatory school uniforms expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is done. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
            \n

            Model #5<\/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 use venom to hunt and\/or protect themselves. In 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 the 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 rattlesnake 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> The 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>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
            • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cWithout question\u201d, taken directly from the pull-down menu, and nicely sums up the ideas about rattlesnakes expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is concluding. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
              \n

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

              Type of essay: <\/b>research\/ expository
              \n<\/span>The prompt:<\/b> The 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>Black 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 help increase the probability of individual survival and species continuation.” (Yan)<\/span> So, black widows basically carry their venom everywhere. Not 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 barbeques 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 considered so deadly and dangerous.<\/span><\/p>\n

              Notes<\/span><\/h4>\n
                \n
              • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cWith these things in mind\u201d, taken directly from the pull-down menu and nicely sums up the ideas about black widow spiders expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is done. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
                \n

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

                Type of essay: <\/b>response-to-literature
                \n<\/span>The prompt:<\/b> In 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” \u00a0is 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. \u00a0And 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. A sense of anticipation is also set up by Whitman as we wonder what will happen next. What will this lonely student do?<\/span> <\/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
                • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cUnquestionably\u201d, taken directly from the pull-down menu and nicely sums up the ideas about the first half of Whitmans\u2019s poem expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is concluding. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
                  \n

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

                  Type of Essay: <\/b>response to literature
                  \n<\/span>The prompt: <\/b>In 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>These two works describe \u00a0women 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>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><\/span>One could easily read these words as sarcastic jesting or a loving acknowledgment of a few physical flaws.<\/span> \u00a0One 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 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><\/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>.<\/span> In both works it seems reasonable to conclude that these are lines of mourning as opposed words of complaint.<\/span><\/p>\n

                  Note<\/span><\/h4>\n
                    \n
                  • Closer<\/span>: <\/b>The closer nicely sums up the ideas about the essayist\u2019s theory expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is concluding. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
                    \n

                    Model #9<\/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. \u00a0They 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. \u00a0Do 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> <\/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 facts 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>\u00a0The fact is, pitbulls are 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><\/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. <\/span>And yet, critics 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 loyal and loving creatures that they really are.<\/span><\/span> <\/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
                      \n
                    • Closer<\/span>: <\/b>This single sentence (albeit a very long single sentence) closer begins with the sentence starter \u201cEvidently\u201d, taken directly from the pull-down menu and nicely sums up the ideas about the essayist\u2019s opinions about pitbulls expressed in the paragraph. It also continues with the indignant tone characterized in the rest of the persuasive paragraph. Moreover, it does the basics: It signals that the paragraph is concluding. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
                      \n

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

                      Type of essay: <\/b>expository\/ argument
                      \n<\/span>The prompt:<\/b> In 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 captains 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 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><\/span>Maybe this affected his judgment. <\/span>\u00a0In 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>But, for reasons that seem inexplicable, Smith took no precautions. Perhaps he felt it more important to show off for Mr. Ismay or the wealthy passengers. Maybe 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>.<\/span> <\/span>Without a doubt, due his reckless inattention to the basics of safety, Captain Smith must be considered a primary reason for why the Titanic met its tragic fate.<\/span><\/span><\/p>\n

                      Notes<\/span><\/h4>\n
                        \n
                      • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cWithout a doubt\u201d, taken directly from the pull-down menu, and nicely sums up the ideas about Captain Smith\u2019s culpability expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is concluding. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n
                        \n

                        Model #11<\/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 (Kantor 67) <\/span><\/span>It is difficult to fathom how large this really is. \u00a0If 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> \u00a0<\/span>Did 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>\u201c<\/span><\/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>\u00a0All 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
                          \n
                        • Closer<\/span>: <\/b>This single sentence closer begins with the sentence starter \u201cAll and all\u201d, taken directly from the pull-down menu and nicely sums up the ideas about jellyfish expressed in the paragraph. Moreover, it does the basics: It signals that the paragraph is finished. It quickly sums up the content of the body paragraph. It reiterates or echoes the POP from the introduction. And it helps transition to the next paragraph.<\/span><\/li>\n<\/ul>\n\n
                          \n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

                          Once you have completed all the parts that make up your body paragraph, it is important to inform your reader that you\u2019re finished and ready to move on to the next section.<\/p>\n","protected":false},"author":6,"featured_media":7048,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[202,199],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7047"}],"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=7047"}],"version-history":[{"count":14,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7047\/revisions"}],"predecessor-version":[{"id":11311,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7047\/revisions\/11311"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/7048"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=7047"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=7047"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=7047"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}