{"id":7055,"date":"2018-11-06T13:50:44","date_gmt":"2018-11-06T21:50:44","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=7055"},"modified":"2020-07-11T14:40:40","modified_gmt":"2020-07-11T21:40:40","slug":"interpretation-the-art-of-explaining","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/interpretation-the-art-of-explaining","title":{"rendered":"Interpretation: The Art of Explaining"},"content":{"rendered":"

“Because your question searches for deeper meaning, I shall explain in simple words.\u201d \u2013 Dante Alghieri<\/span><\/em><\/span><\/h4>\n

 <\/p>\n

Interpretation is where your voice comes through<\/span><\/h2>\n

Remember, an essay is first and foremost a conversation among <\/span>three<\/b> parties. One party (perhaps the most important party) is you, the essayist. You have determined you have something important to say, and you\u2019ve taken the time <\/span>to<\/span>\u00a0put your ideas on paper. You\u2019re leading the discussion. <\/span><\/p>\n

The second party (also very important) is your reader. To a large extent, your audience is the reason you write. You want to inform, persuade, or even entertain them. The third party (often not taken into consideration) is an author, scientist, writer, or other expert whom you quote or refer to during the course of your essay. <\/span><\/p>\n

When you bring these folks into your writing, it\u2019s as though you\u2019re bringing a partner or even a team of experts into the discussion, and their voices become an important part of the discussion as well. Your role in this conversation is to help explain and facilitate the ideas being discussed.\u00a0 <\/span><\/p>\n

The <\/span>interpretation <\/b>is where this explanation and facilitation happens.\u00a0 It is where <\/span>you<\/b> make sense of the evidence and research you have presented, and you do so in your own words. Interpretation might also be thought of as <\/span>commentary, insight,\u00a0 analysis, opinion, personal reaction, explanation, or evaluation.<\/b> During the interpretation, facts and evidence are explained to the reader by you in a way that only you can do. Interpretation is critical because it is what makes the essay yours; it brings your voice and personality into the paper.<\/span><\/p>\n

What should I say during my interpretation?<\/span><\/h3>\n

It is your responsibility to provide your reader with insight and perspective, and this can be done in many ways. You may choose to summarize or paraphrase a research detail that you’ve presented. Then you might give an opinion or a commentary about what you have presented. Sometimes you may wish to agree with a research detail that’s been presented or, conversely, you may wish to present an opposing point of view.\u00a0<\/span><\/p>\n

The interpretation is your opportunity to bring your own unique insight into the discussion. It is your opportunity to go deep\u00a0and to make substantive observations, comparisons, or new points altogether.\u00a0 And, as long as your interpretations are relevant to the point you are trying to make in the body paragraph, you can say almost anything you want.\u00a0<\/span><\/p>\n

Do remember, however, that you don’t want to fill up the interpretation writing fields with just anything. You need to have a plan and an intention when you explain things to your reader. You want to be strategic and mindful of how you present your interpretations. The essaypop\u00a0 system will give you numerous strategies to do this. We hope that you will study the models we provide closely in order to understand how to incorporate solid interpretation within your body paragraphs.<\/span><\/p>\n

How many interpretations does each Body paragraph need?<\/span><\/h3>\n

The number of interpretations you use really depends on the purpose and scope of your writing.\u00a0 If you are writing a quick, short-constructed-response in class, you might only have time to write a quick, <\/span>basic research block<\/b> with just one research detail and one interpretation. If you have a little more time, you could go with an <\/span>extended research block<\/b> with one research detail and two interpretations. If you are writing a longer, multiple-paragraph paper, you could create a body paragraph that has five or six separate interpretations, or more.\u00a0 This section will provide you with a number of different models in which interpretations are used in different ways for different purposes. Incidentally, to ensure depth of analysis, we recommend that each interpretation range from<\/span> three to six sentences in length, and they can be even longer, depending on how much the writer has to say.\u00a0<\/span><\/p>\n

One cool aspect of the essaypop system is that you can arrange your interpretations in any way you please. Using the action icon, you can alternate interpretations to follow multiple research details or you can stack interpretations, on top of one another, if you have a lot of personal insight to share. You can also arrange and rearrange interpretations by dragging the writing frame handle and dropping them wherever you would like them to go. And if you decide you don\u2019t want an extra interpretation, you can always delete it, again using the action icon. These functions give the essayist total flexibility in the writing process. <\/span>For ease of identification, interpretations are always highlighted in <\/span>light purple<\/span>.<\/span><\/p>\n

Need more words? Try two interpretations, back to back.<\/span><\/h3>\n

Essaypop starts you off with <\/span>one<\/b> interpretation following each research detail which sets you up to write a basic research block (BRB).\u00a0 But if you need more, you can add a second, back-to-back interpretation. Why two interpretations? Well, writing two interpretations forces you to think, analyze, and explain in more depth. It encourages the essayist to elaborate.\u00a0 It\u2019s one thing to say \u201cthis proves\u201d and then add some interesting insight about your research detail, but by then adding \u201cthis <\/span>also<\/b> demonstrates\u201d to begin interpretation 2, you are now forced to go into more depth about the subject.\u00a0<\/span><\/p>\n

As a rule of thumb, these combined interpretations will tend to be the longest portion of the body paragraph. We feel that this second interpretation is where the \u201cmagic\u201d happens. Teachers are fond of writing the comment, \u201cplease elaborate\u201d in the margins of student essays.\u00a0 The second interpretation sort of forces this elaboration to happen. INT 2\u00a0 is what turns the C+ essay into the A essay. It\u2019s what turns a mere scribbler into a legitimate essayist. <\/span><\/p>\n

Take an example from a short, response-to-literature essay. \u00a0The first paragraph is a basic research block (a bridge, a research detail, one interpretation and a closer). \u00a0It is 102 words in length:<\/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).<\/span> Clearly, the moon tiger is this light.<\/span><\/p>\n

The paragraph has structure and it does make an attempt to answer the question, but it comes up a little short in terms of what we call “depth of analysis”. \u00a0Watch what happens when a second <\/span>interpretation<\/span><\/span> is added:<\/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 lines 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). \u00a0<\/span>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. \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>.<\/span> <\/span><\/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

The second interpretation adds a depth of analysis that makes the paragraph seem more complete and insightful. Essentially, we\u2019ve gone from a basic research block to an extended research block. Whereas the first interpretation is more logical and literal, the second one makes an educated inference about the occupants of the room. The clues tell us that this must be a child\u2019s room.\u00a0\u00a0<\/span><\/p>\n

Taken together, the writer\u2019s commentary is now more thought-out and coherent. It feels more complete.\u00a0 Moreover, the word count has increased from 102 words to 188. Over the course of an essay, this can make the difference that improves your grade. In fact, we feel that adding an interpretation or two\u00a0 is the single best way to add length to an essay.\u00a0 Remember, you can always add an interpretation using the action icon located in the upper-right corner of each writing frame.\u00a0 <\/span><\/p>\n

The power of sentence starters<\/span><\/h3>\n

Sometimes writers struggle with interpretations because they don’t know how to begin them. This is where the sentence starters come in. Oftentimes, just getting some help with starting and interpretation is all the writer needs to get the ideas flowing.\u00a0<\/span><\/p>\n

Let’s say that you just quoted a prominent researcher about the toxic effects of rattlesnake venom on the human body. The focus of your paragraph (the POP) is a discussion of why humans are so mortally afraid of snakes. In this scenario, a simple sentence starter from the menu such as, \u201cthis shows\u201d,\u00a0 just might be what the writer needs to get the first interpretation flowing. Once done with this interpretation the writer might decide to add a second interpretation beginning with the sentence starter, \u201cthis also demonstrates\u201d, and then following that phrase with a new series of sentences explaining yet another interesting point of view about our fear of rattlesnakes.\u00a0 Take a look at the following model paragraph: <\/span><\/p>\n

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

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<\/b> 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> <\/span><\/span>The evidence clearly shows<\/b> 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><\/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<\/b>, 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

\u00a0 \u00a0 \u00a0The sentence starters don\u2019t write your commentary for you, but they are good places to begin the expression that you would like to make. That is why we recommend that you look at the menu of sentence starters each time you begin your interpretation. You’ll be surprised at the different types of statements that you’ll come up with depending on the starters that you select. Eventually, you’ll develop your own mental list of favorite starters that you prefer to use. And we\u2019ll constantly update the starters for you. Ar essaypop, one of our favorite activities is to read through the morning newspapers and select starters that journalists are using and add them to the list.\u00a0 <\/span><\/p>\n

Counter-argument and Rebuttal as Interpretation<\/span><\/h3>\n

When you access the action icon selections, one of the options available is <\/span>counterargument<\/b>; another is the <\/span>rebuttal<\/b>.\u00a0 When you present a counter-argument, you are essentially giving time to your opponent or a different point of view. (Counter-arguments and rebuttals are covered in more detail later).\u00a0\u00a0<\/span><\/p>\n

Sometimes these counter-arguments feature an opponent\u2019s opinion and\/or commentary and are, therefore, somewhat similar to interpretation.\u00a0 Rebuttals,which are an essayist’s answer back to an opponent\u2019s counter-argument, may likewise use opinion, logic, and insight, as interpretation does, in order to make a point or refute an opponent\u2019s difference of opinion. So, while counter-arguments and rebuttals are not, technically speaking, interpretations, they may very well exhibit some of the same characteristics as interpretation. \u00a0 <\/span><\/p>\n

Paragraph models featuring an interpretation<\/span><\/h2>\n

Basic Research Blocks With a Single Interpretation<\/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><\/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. <\/span>
\n<\/b>The Pop: <\/b>The \u201ctiger\u201d is actually the moonlight on the floor separated through blinds.<\/span><\/p>\n

Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
\n<\/span>Word count: <\/b>\u00a0102<\/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> <\/span>Consider the following lines 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).<\/span> Clearly, the moon tiger is this light.<\/span><\/p>\n

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

This INT is three-sentences long. The essayist keeps the analysis literal, discussing the physics of light passing through blinds in order to help the reader visualize the separation of light onto the floor. Because this interpretation is short and to the point, this is most likely this writing block resulted from a short constructed response or a timed, in-class writing assignment. <\/span><\/p>\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.
\n<\/span>The Pop: <\/b>Rattlesnake venom is shockingly powerful stuff. <\/span><\/p>\n

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 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> <\/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\u2019s 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. 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>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

The writer begins with a sentence starter from the pull-down menu – <\/span>Dr. Thoms\u2019s evidence clearly shows – <\/span><\/i>\u00a0then quickly paraphrases the expert\u2019s claims. Sometimes it is helpful to the reader to sum up what the research says in your own words. It helps them think about the information in a different way. The interpretation then provides a personal reaction to the alarming data. The commentary is meant to make the reader feel a little uneasy, which, believe it or not, is a good way to maintain the reader\u2019s attention. At just three sentences, this is considered a short INT, but it does the job in this case. \u00a0To further develop this paragraph, another interpretation could easily be added. Essaypop recommends that each interpretation range from 3 to 6 sentences in length to make sure you’re giving enough of your own analysis.<\/span><\/p>\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, the type of bread you use is very important.<\/span><\/p>\n

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. 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 as 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

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. The sentence starter, \u201cthe experts are quite clear\u201d, appears at the end of the first sentence, which is fine. The interpretation in this how-to paragraph really just paraphrases the research detail, but it does reflect in a slightly different light that makes the interpretation the writer\u2019s own. If there is any commentary here, it appears in the closing sentence.<\/span><\/p>\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.
\n<\/span>The Pop: \u00a0<\/b>Mandated dress codes in public schools are a violation of students\u2019 civil rights. <\/span><\/p>\n

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 peoples’ 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>\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><\/p>\n

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

At six sentences long, the interpretation is a healthy length. It provides some points of comparison by focusing 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. Providing analogies and comparisons is a great interpretation strategy that keeps readers engaged. The interpretation here is logical but also exhibits a little bit of pathos in a somewhat indignant tone that befits a persuasive essay. <\/span><\/p>\n

Extended Research Blocks With One Research Detail and Two Interpretations<\/span><\/h2>\n

Remember, the addition of a second interpretation enhances and improves the essay by forcing the essayist to say more, to dig deeper, to elaborate. This will add 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 interpretation will also add length to your essay, and for writers who struggle 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 interpretation models will take two of the basic research block paragraphs with one paragraph 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: <\/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.
\n<\/span>The Pop: <\/b>Mandated dress codes in public schools are a violation of students\u2019 civil rights.<\/span><\/p>\n

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

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 peoples’ 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> 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. \u00a0Jefferson, 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 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

The second interpretation continues to focus on the research detail which makes reference to the first amendment and even mentions specific forefathers (Jefferson, Hamilton and Madison and Adams) who would not approve of 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 rebuttal. <\/span><\/p>\n

Ultimately, the paragraph is much improved. It goes into more depth, it flows better and it interprets the research detail 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 an extra INT (or even two). 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>The prompt:<\/b> \u00a0In 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.
\n<\/span>The Pop: <\/b>Rattlesnake venom is shockingly powerful stuff and a big reason why these creatures are so feared. <\/span><\/p>\n

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

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> <\/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. 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. 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<\/span><\/h4>\n

The interpretation 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. The second interpretation forces the writer to elaborate and move the conversation into an interesting, new direction that attempts to use pathos to evoke a reaction from the reader. 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. \u00a0<\/span><\/h4>\n

Two Interpretations – Summary + Commentary Technique<\/span><\/h2>\n

A classic two-interpretation method is the summary + commentary technique. In this approach, the writer basically summarizes or paraphrases the research detail in a way that is more comfortable or accessible for the intended audience. This, of course, is not a word for word restatement, but a summary that might be said in a more colloquial and understandable fashion. When this is concluded, the essayist may then bring in a commentary, opinion, or personal reaction that can raise the level of pathos or draw conclusions, make connections or make inferences. If you\u2019re struggling for something to say, this is a tried and true technique.<\/span><\/p>\n

\n

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

Type of essay: \u00a0<\/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: \u00a0<\/b>In the first half of his poem, Whitman creates a sense of isolation and tension as it relates to the young man in the lecture hall.<\/span><\/p>\n

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 enthusiastic, 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? Why don’t I get it? Am I dumb?” It literally makes him sick as he sits there thinking about it. In part one of 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
  • Interpretation 1<\/span>:<\/b> The initial interpretation simply summarizes the first half of Whitman\u2019s nearly 150-year-old poem in a way that is accessible to a younger, more modern or audience. \u00a0The focus is on the seemingly out-of-place student. This summary sets a comfortable context for the second interpretation.<\/span><\/span><\/span><\/li>\n
  • Interpretation 2<\/span>: <\/b>\u00a0<\/b>The second interpretation begins to analyze Whitman\u2019s purpose and how he creates empathy for the student as well as a sense of tension. \u00a0The 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<\/ul>\n
    \n

    Model #8<\/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>The Pop: <\/b>One of the characteristics that make the black widow so deadly that it can store its venom in different parts of its body.<\/span><\/p>\n

    Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
    \n<\/span>Word count:<\/b> 247<\/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. Not only is it in their glands which lead to their needle-sharp fangs, it is also 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 with 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><\/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
    • Interpretation 1<\/span>:<\/b> This interpretation summarizes findings taken from a scientific journal. It breaks the information down in a more plainspoken and accessible way, which makes the information more digestible to the reader. 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><\/span><\/li>\n
    • Interpretation 2<\/span>: <\/b>The second interpretation then 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<\/ul>\n

      Alternating Research Details and Interpretations<\/span><\/h2>\n

      Sometimes a good way to present information is to alternate<\/strong> 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. You 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: \u00a0<\/b>Rattlesnakes, despite their reputations, are actually very beneficial to our environment.<\/span><\/p>\n

      Template Formula: <\/b>\u00a0<\/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 environment 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 adverse effects as bites, feces in food supplies, and the diseases that accompany these conditions. <\/span>Recent research by other scientists supports this idea<\/span>.<\/span>\u00a0<\/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 rattlesnakes from human environments would make the environment in which we live more dangerous not less dangerous.<\/span><\/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
        \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 research detail. In particular, it emphasizes the irony of removing rattlesnakes from their habitats, and this emphasis supports the writer\u2019s thesis that we should adopt a hands-off policy when it comes to controlling venomous creatures. This sentiment will be elaborated upon in the second INT. The interpretation also leads smoothly into the next research detail.<\/span><\/span><\/span><\/li>\n
      • Interpretation 2<\/span>: <\/b>At three sentences in length, this interpretation first clarifies what Lyme disease is (it cannot be assumed that the reader is familiar with this illness). It then continues the assertion that rattlesnakes are beneficial to our human society. It maintains the paper\u2019s focus by featuring a misunderstood animal and is in keeping with the original essay prompt and thesis. \u00a0<\/span><\/li>\n<\/ul>\n
        \n

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

        This body paragraph is a variation of paragraph models 4 and 5. The difference is that a second research was added to provide more background and substance. It is instructive and interesting to see a simple paragraph evolve from very simple into more complex structures.<\/span><\/i><\/p>\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>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 peoples’ civil rights. <\/span>After all, The First Amendment of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span>\u00a0Our 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. Lee Rowland of the American Civil Liberties Union\u2019s Nevada branch reminds us that<\/span><\/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. Jefferson, Hamilton, and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. <\/span>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 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
          \n
        • Interpretation 1<\/span>: <\/b>At six sentences long, the interpretation is a healthy length. It provides some points of comparison by focusing 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. Providing analogies and comparisons is a great interpretation strategy that keeps readers engaged. The interpretation here is logical, but also exhibits a little bit of pathos in a somewhat indignant tone that befits a persuasive essay.<\/span><\/span><\/span><\/li>\n
        • Interpretations 2 and 3<\/span>: <\/b>The second interpretation continues to focus on the research detail which makes reference to the first amendment and even mentions specific forefathers (Jefferson, Hamilton, Madison and Adams) who would not be happy with a mandated dress code. \u00a0The 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 rebuttal.<\/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 \u00a0women who are terminally ill.<\/span><\/p>\n

          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> <\/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>\u00a0<\/span>One could easily read these words as sarcastic jesting or a loving acknowledgment of a few physical flaws. \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 an internal disease. Meanwhile, the speaker can only observe helplessly as his lover slowly fades away.<\/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> \u00a0Again, 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>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><\/span>In both works it seems reasonable to conclude that these are lines of mourning as opposed words of complaint.<\/span><\/p>\n

          Notes<\/span><\/h4>\n
            \n
          • Interpretation 1<\/span>:<\/b> This interpretation begins with an <\/span>either\/or<\/span><\/i> pair of theories, and then commits to the latter theory which, of course, supports the POP. It paraphrases the poem a bit, but only to emphasize the writer\u2019s opinion that both works may be about death. The interpretation transitions smoothly into the next, alternating research detail.<\/span><\/li>\n<\/ul>\n
              \n
            • Interpretations 2 and 3<\/span>: <\/b>Again, we have a little bit of paraphrasing here with a focus on the subject of watching a loved one die. \u00a0The writer draws a direct comparison between the two works being analyzed, using the word, \u201cAgain\u201d, to tie them together. During interpretation 3, the writer is still talking about the same lines as interpretation 2, but now she focuses on <\/span>how<\/b> the singer croons the lines. This interpretation, while only 2 sentences in length, adds depth and complexity to the analysis. Remember, when analyzing a song, much can be read into how a singer carries a line or how an instrumentalist plays the piece. The sounds of music (audio text) can and should be part of your interpretation.<\/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. \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. Do you believe that pit bulls should be singled out and restricted because of their vicious natures?
              \n<\/span>The Pop: <\/b>\u00a0The pitbull’s deadly jaw structures and vicious natures are not as bad as many people think<\/span><\/p>\n

              Template Formula: <\/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>409<\/span><\/p>\n

              In addition to there being truckloads of spurious media and internet accounts about pitbull aggression, there also exist 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 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>The fact is, pitbulls are demonstrably less vicious than other dogs.<\/span><\/span>\u00a0In 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. (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 the animal failing the test. The achievement of pitulls in this study disproves that they are inherently aggressive towards 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 \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
                \n
              • Interpretation 1<\/span>: <\/b>The interpretation is four sentences long, but seems longer due to its use of complex sentences. \u00a0There is a lot of attitude here as is befitting an argumentative piece. The essayist is up for the fight. 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, persuade and create pathos. The interpretation also leads smoothly into the next research detail, assisted by a transitional bridge.<\/span><\/li>\n<\/ul>\n
                  \n
                • Interpretations 2 and 3<\/span>: <\/b>These two interpretations essentially complete an extended research block. Remember, we discussed earlier that following evidence with two pieces of interpretation allows the essayist to take the conversation deeper. \u00a0It\u2019s also a great way to add to the paper\u2019s word count. Interpretation two explain how the canine temperament test mentioned in the research detail works, as the reader may not be familiar with this type of evaluation. The second interpretation changes course and gets back to the argumentative tone that the writer established earlier. All in all, both interpretations focus on the POP and support the thesis of the paper. <\/span><\/li>\n<\/ul>\n
                  \n

                  Model #13<\/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> \u00a0Captain Edward Smith was partially to blame for the sinking of the Titanic.<\/span><\/p>\n

                  Template Formula: <\/b>[<\/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 when his 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>\u00a0It 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 judgment. <\/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? It 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. 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> <\/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
                  • Interpretations 1 and 2<\/b><\/span>:<\/b> The first interpretation focuses on providing a common-sense evaluation of the captain\u2019s actions. It employs a touch of hyperbole to help make the point and then returns to the analogy from the bridge in which the driver in an automobile accident and Captain Smith are compared. The second, underlined interpretation goes in a different direction but it is still connected to the research detail being discussed. The writer brings up the question of overconfidence, a concept that was explored in the previous paragraph when Bruce Ismay\u2019s culpability was discussed.<\/span><\/span><\/span><\/li>\n
                  • Interpretation 3 and 4<\/span>:<\/b> Interpretation 3 questions Smith\u2019s judgment 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. Asking questions during the course of an interpretation is a great strategy for keeping a reader engaged. Interpretation 4 offers a few of the essayist\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. Interpretation could have been left out, but it adds depth and complexity to the analysis. It also increases the essay\u2019s word count.<\/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: \u00a0<\/b>Jellyfish have several very strange characteristics.<\/span><\/p>\n

                    Template Formula: <\/b>[<\/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>\u00a0<\/span>It is difficult to fathom how large this really is. If you placed this fellow on 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> Did you know jellyfish are boneless, brainless and heartless, and most are transparent?\u201d (Ocean Oddities)<\/span> <\/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. \u00a0No 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><\/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
                      \n
                    • Interpretation 1<\/b><\/span>: <\/b>3 sentences giving a quick and sharp analysis of the cited lines. The essayist 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. Such personal reactions from the essayist increase reader engagement.<\/span><\/li>\n<\/ul>\n
                        \n
                      • Interpretation 2<\/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. \u00a0It sounds friendly and conversational and allows the writer to express her voice within the essay. Don\u2019t shy away from humor when you write these types of papers.<\/span><\/li>\n<\/ul>\n
                          \n
                        • Interpretation 3<\/span>: <\/b>\u00a0Once again the interpretation is informal and employs a touch of humor. It quickly sums up the preceding interpretations before commenting on the final research. Briefly reviewing already discussed interpretations is a sound practice in longer body paragraphs. The question about immortality embedded here 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<\/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. <\/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 between RDs that you can easily find in the sentence starter, pulldown menu. You can easily stack research details using the action icon located in the top-right corner of each writing frame. Simply select as many research details as you\u2019d like to stack, then add one or more interpretation fields.<\/span><\/p>\n

                          \n

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

                          Type of essay: <\/b>persuasive
                          \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>Among other things, it is the rattlesnake\u2019s toxic bite that causes people such great dread.<\/span><\/p>\n

                          Formula: <\/b>B<\/span> + <\/span>RD1<\/span> + <\/span>RD2<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
                          \n<\/span>Word count:<\/b> 301<\/span><\/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>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><\/span>\u00a0<\/span><\/span>These experts\u2019 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. 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> <\/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
                          • Interpretation 1<\/span>: <\/b>The writer begins by paraphrasing the expert’s 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><\/span><\/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 shows\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<\/ul>\n
                            \n

                            Model #16<\/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 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 personal sense of style, a mandated dress code at school is also a flagrant violation of young peoples’ 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>\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, 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><\/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

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

                              \n
                            • Interpretations 1<\/span>: <\/b>These two interpretations essentially complete the equivalent of an extended research block. Remember, we discussed earlier \u00a0that 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 interpretation 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 and even indignant tone befits a persuasive essay.<\/span><\/span><\/span><\/li>\n
                            • Interpretation 2<\/span>:<\/b> Interpretation two continues to focus on the RD stack and makes reference to the first amendment and even mentions specific forefathers (Jefferson, Hamilton, Madison and Adams) who would not be happy with a mandated dress code. \u00a0The interpretation 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
                              \n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

                              Interpretation might also be thought of as commentary, insight, analysis, opinion, personal reaction, explanation, or evaluation. What\u2019s most important is that interpretation comes from you.<\/p>\n","protected":false},"author":6,"featured_media":7056,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[206],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7055"}],"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=7055"}],"version-history":[{"count":11,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7055\/revisions"}],"predecessor-version":[{"id":11494,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7055\/revisions\/11494"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/7056"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=7055"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=7055"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=7055"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}