{"id":7059,"date":"2018-11-06T14:58:53","date_gmt":"2018-11-06T22:58:53","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=7059"},"modified":"2020-07-11T14:35:30","modified_gmt":"2020-07-11T21:35:30","slug":"bring-on-the-bridges","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/bring-on-the-bridges","title":{"rendered":"Bring on the Bridges?"},"content":{"rendered":"
\n

\u201cTake it to the bridge!\u201d — James Brown<\/span><\/em><\/span><\/p>\n<\/blockquote>\n

Why do we need bridges in our writing?<\/span><\/h2>\n

A bridge, as the name implies, connects or bridges different parts of your essay to one another. \u00a0A bridge can connect a paragraph to another paragraph or it can connect two, transitioning ideas within the same paragraph together. It can also introduce new, researched information, such as quotes, statistics and other types of evidence. <\/span><\/p>\n

Typically, we think of bridges as appearing in body paragraphs, and during this section, that\u2019s what we will be focusing on. Bridges are essential to the flow and coherence of paragraphs within an essay. Bridges are like the glue that connect the different parts of a paragraph together in a way that is comfortable to the reader.<\/span><\/p>\n

Two Types of Bridges<\/span><\/h3>\n

Essaypop uses two types of bridges: \u00a0The first type of bridge typically shows up at the beginning of each new body paragraph and is called the <\/span>initial bridge<\/b>. This bridge is the the conversation starter of the paragraph. \u00a0The initial bridge can be anywhere from one to several sentences in length and begins the discussion that each body paragraph intends to have with the reader. Some people call this type of bridge a thesis statement.<\/span><\/p>\n

The second type of bridge connects elements <\/span>within<\/b> the paragraph and can show up anywhere within the body paragraph and tends to be shorter than the initial bridge. We call this <\/span>the transitional bridge<\/b>. \u00a0<\/span><\/p>\n

In terms of how often a writer uses bridges in a paragraph, it really depends on the scope and intent of the writing. \u00a0Shorter body paragraphs might have a single, conversational, initial bridge placed at the beginning. More extensive body paragraphs will typically feature several bridges, some at the beginning of the body paragraph, some in the middle; some will be longer and some will be shorter, depending on how many transitions you are making.<\/span><\/p>\n

The Initial Bridge \/ The Conversation Starter<\/span><\/h3>\n

With essaypop, every body paragraph begins with a bridge. When you write your POPs in the introduction, you\u2019ll notice that a separate body paragraph template will automatically be created for you. Each template begins with a bridge writing field or box. We figure you\u2019ve got to start the paragraph somewhere and the initial bridge is the place where the paragraph begins. <\/span>Think of the initial bridge as the hook from the introduction, just a bit shorter. There are a number of different ways you can kick off a body paragraph, and the models featured in this section will give you plenty of ideas. \u00a0<\/span><\/p>\n

Restating the POP<\/span><\/h4>\n

The initial bridge also restates or echoes the POP (point of paragraph) from the introduction. \u00a0This is important as it will remind the reader what the paragraph is going to be about. To assist you with this, the POP will always be automatically listed at the top of each body paragraph in the \u201ctalk about\u201d section. <\/span><\/p>\n

What do I say in my initial bridge? <\/span><\/h4>\n

It is tempting for younger writers to want to jump right into the paragraph\u2019s first research detail, but we recommend a little patience. It is the job of the essayist to create an environment in which the reader may process the information in a way that is comfortable, and not rushed. It is also the writer\u2019s job to keep the reader engaged and interested. A good, conversational, initial bridge can help with all of this. And, again, this section will feature plenty of models to learn from. \u00a0<\/span><\/p>\n

But, take a quick look at the following example from a response-to-literature essay to get an idea of what we mean by starting a conversation with your reader. This initial bridge begins the third paragraph (or second body paragraph) of a five-paragraph essay that compares the themes of two works of literature, one by William Shakespeare, the other by songwriters, Rodgers and Hart. This conversation starter does three things: It makes mention of the body paragraph that preceded it; it reiterates the POP from the essay\u2019s introduction; it suggests a new theory and a new direction for analysis. It is conversational and doesn\u2019t rush into the first research detail. <\/span><\/p>\n

The second part of the bridge (the underlined part) is transitional and taken directly from the list of \u00a0EssayPop sentence starters that will be discussed a bit later in this section. This transitional bridge helps the writer transition smoothly into the research detail which is highlighted in light green. <\/span><\/p>\n

We’ve established that these works of literature reveal the feelings and sentiments of young people in love, but what if we abandoned this premise? What if the characters in each piece weren’t youthful at all, but very old or very sick? What If instead of being sarcasm or even a celebration of a lover’s “perfect imperfections”, these words were literal descriptions of loved ones who are ill and at the end of their days? <\/span>\u00a0<\/span><\/span>As an illustration of this, take these lines from Shakespeare’s Sonnet 130:<\/span> <\/span>“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><\/p>\n

Hot tip:<\/b> \u00a0Keep in mind that you can always add another conversational bridge, even in the middle of a body paragraph. \u00a0This is done by simply accessing the action icon in the upper-right-hand corner of any writing frame, and then adding the bridge. <\/span><\/p>\n

Transitional Bridges<\/span><\/h3>\n

As mentioned earlier, some bridges serve to connect elements <\/span>within<\/b> the paragraph. \u00a0<\/span>The purpose of these bridges is to create a sense of coherence and flow within your body paragraphs. These transitions don\u2019t need to be long, but they are critical to smoothly-written paragraphs.<\/span> One major job of the transitional bridge is to introduce research details such as quotes, evidence, statistics, proof, or any other text evidence you will be using to demonstrate something or to make a point. Introducing such information without a bridge would make this information seem abruptly placed into the essay and would disrupt the flow of the essay.<\/span><\/p>\n

Examples of typical transitional \u00a0bridges are such phrases as, \u201cAccording to James Peterson\u201d, \u201cConsider the following examples\u201d and \u201cThis is demonstrated in the following quote\u201d. <\/span>\u00a0<\/span><\/i>ince transitional bridges generally flow directly into research details, we have placed sentence starters for these bridges in a pull-down window place at the lower, center portion of each <\/span>research detail writing frame.<\/b> \u00a0An essayist may use multiple, transitional bridges in a single paragraph. <\/span><\/p>\n

Of course, <\/span>shorter paragraphs might feature just a single, conversational, initial bridge at the beginning, but if your body paragraph features more than one research detail or has other transitions, you might need to introduce each of these new elements with a different transitional bridge. <\/span><\/p>\n

In the essaypop system, bridges are always highlighted in <\/span>light blue<\/span>.<\/span><\/p>\n

Paragraph Models Featuring Bridges<\/span><\/h2>\n

The following bridge models should give you plenty of strategies to use in your own writing.<\/span><\/p>\n

Single, conversation-starter bridges from basic research blocks<\/span><\/h3>\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:<\/span> “Look. Its white stripes\/ In the light that slid\/Through the jalousies”.<\/span><\/span> Levertov is inviting us to pay close attention to a very specific clue: the white stripes coming through the room\u2019s blinds. \u00a0It is a physical fact that moonlight becomes separated into lines that are projected onto the floor when they pass through louvered blinds (jalousies in this case). \u00a0The speaker in the poem seems to be a child who observes these lines of moonlight slowly travelling across her room; she imagines that they are the stripes of a tiger “prowling sleekly” across the room. \u00a0\u00a0Everything else in the poem, the small head, the large feet, the prowling , the sniffing, is all imagined by the child. The moon “tiger” is, very simply, the creation of a child’s overactive imagination and nothing else.<\/span> It’s amazing how poet’s often hide that which is obvious in plain sight, but few people seem to notice.<\/span><\/p>\n

Notes<\/span><\/h4>\n
    \n
  • Bridge<\/span>:<\/b> \u00a0This is a basic research block which is the most elementary paragraph type. This bridge introduces the first body paragraph of a short response essay. It is just two sentences in length and it echoes the POP from the introduction. \u00a0The transitional bridge, \u201cConsider the following lines from the poem\u201d is taken directly from the sentence starter menu located in the pulldown menu of the research detail writing frame. Since this is a shorter essay, this initial, conversation-starter bridge gets right to the point.<\/span><\/li>\n<\/ul>\n
    \n

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

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

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

    There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff.<\/span> <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University,<\/span> \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>Dr. Thoms evidence clearly shows the devastating toxicity of rattlesnake venom. \u00a0The idea that one might experience permanent damage, loss of feeling or even painful internal bleeding is indeed a frightening prospect. \u00a0And when you take a moment to imagine your own body succumbing to the poison and potentially failing altogether, it is a very sobering thought. <\/span>\u00a0Without question, it is the rattlesnake’s venomous nature, in addition to its menacing looks, that cause people great despair when they encounter this creature.<\/span><\/span><\/p>\n

    Notes<\/span><\/h4>\n
      \n
    • Bridge<\/span>:<\/b> \u00a0\u00a0<\/b>This bridge from a basic research block introduces the last body paragraph of a six-paragraph essay. At four sentences in length, this bridge reiterates the points made in the preceding body paragraphs. It \u00a0also echoes the POP from the introduction, and it\u2019s clearly focused on the topic of rattlesnake venom. The tone of the initial bridge is designed to engage the reader on an emotional level, incorporating the word, \u201crepulsive\u201d \u00a0and \u201cshockingly powerful stuff\u201d. The underlined, transitional bridge is taken directly from the sentence starter menu and flows smoothly into the research detail. <\/span><\/li>\n<\/ul>\n
      \n

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

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

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

      As unlikely as it seems, the type of bread you choose when creating the perfect peanut butter and jelly sandwich is as important as your choice of the peanut butter or jelly. \u00a0We will be getting into these items a bit later. <\/span>According to the experts<\/span> a crusty loaf is too thick and will overwhelm the flavors of the peanut butter and jelly. \u00a0Pumpernickel and rye are also unsuitable for this type of sandwich due to their strong flavors. \u00a0Most 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> <\/span>\u00a0It 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> <\/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><\/span><\/p>\n

      Notes<\/span><\/h4>\n
        \n
      • Bridge<\/span>: <\/b>\u00a0This bridge, taken from a from a basic research block, is the first paragraph of a multiple paragraph narrative procedure essay on how to prepare the perfect peanut butter and jelly sandwich. \u00a0It echoes the POP from the intro, and it\u2019s clearly focused on the topic of bread choice. It also mentions that other important items will be covered later. The underlined phrase, \u201cAccording to the experts\u201d, was taken directly from the sentence starter menu, and helps the writer flow smoothly into the research detail.<\/span><\/li>\n<\/ul>\n
        \n

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

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

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

        In addition, to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s’ civil rights. <\/span>Afterall, 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. \u00a0This 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. \u00a0And 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>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
          \n
        • Bridge<\/span>:<\/b> \u00a0<\/b>This bridge, taken from a basic research block, is the second paragraph of a multiple-paragraph persuasive essay. \u00a0It transitions smoothly from the previous paragraph by using the phrase, \u201cIn addition\u201d and then mentioning the preceding subject matter. It echoes the POP from the intro, and it\u2019s clearly focused on the topic of constitutional rights.<\/span><\/li>\n<\/ul>\n
          \n

          Model 5<\/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: \u00a0<\/b>Among other things, it is the rattlesnake\u2019s toxic bite that causes people such great dread when in the reptile\u2019s presence.<\/span><\/p>\n

          Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD1<\/span> + <\/span>RD2<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
          \n<\/span>Word count:<\/b> 301<\/span><\/p>\n

          There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff. <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University, \u201cSymptoms of a rattlesnake bite include temporary and\/or permanent tissue and muscle damage, loss of an extremity depending on the location of the bite, internal bleeding, and extreme pain around the injection area\u201d. (116) <\/span>Chris Weller of \u201cMedical Daily\u201d informs us that <\/span>Snake venom, horrifyingly enough, is really just complex saliva. And not all of it is created equal. Depending on the snake that bites you, your heart could shut down; your muscles could become paralyzed; or your blood could clot so much that it no longer flows. (52)<\/span><\/span>\u00a0These experts\u2019 evidence clearly show 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
          • Bridge<\/span>:<\/b> \u00a0\u00a0<\/b>This bridge introduces the last body paragraph of a six-paragraph essay. At four sentences in length, this bridge recalls the preceding body paragraphs. It echoes the POP from the intro, and it\u2019s clearly focused on the topic of rattlesnake venom.<\/span><\/li>\n<\/ul>\n

            Body Paragraphs with more than one bridge<\/span><\/h2>\n

            Remember, in longer, more complex body paragraphs, you will be including more than one research detail, and, therefore, more ideas, commentary, insight, etc\u2026 With these new elements, you will need additional transitional bridges to maintain the flow and coherence of your paper. <\/span><\/p>\n

            They do not have to be long, they just need to help with the flow of the writing.\u00a0 Oftentimes, your best bet is to shop for transitional bridges in the pulldown menu located in the bottom, center portion of both the bridge and research detail writing frames.\u00a0 If you\u00a0 choose to include a longer, more conversational bridge in the middle of a body paragraph, you might choose to add a separate bridge writing frame from the action icon.<\/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 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>(2 research blocks)<\/span> [<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> ]+[ <\/span>B<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
            \n<\/span>Word count:<\/b> 269<\/span><\/p>\n

            Rattlesnakes may seem \u00a0unpleasant to many people, but they actually are extraordinarily beneficial to the \u00a0environment in which we must live. In fact, without these snakes, our local environment would tumble out of balance.<\/span> According to the Queensland Department of Environment,<\/span> “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><\/span> It is clear that if we were to eliminate rattlesnakes from our environment with the objective of making ourselves “safe”, we would inadvertently and ironically create the opposite effect. An increase in insects and rodents would most certainly lead to such \u00a0adverse effects as bites, feces in food supplies and the diseases that accompany these conditions. <\/span>\u00a0<\/span>Recent research by other scientists supports this idea.<\/span><\/span>\u00a0In fact,<\/span> “New research by a team of University of Maryland biologists shows the timber rattlesnake indirectly benefits humankind by keeping Lyme disease in check.” \u00a0(Kabay)<\/span> <\/span><\/span>Lyme disease is a very deadly illness that can incapacitate and even kill humans. Many people are infected by the disease every year, and it is spread by ticks that live on small creatures like rats and squirrels which are staples of the rattlesnake diet. The research clearly indicates that eliminating \u00a0rattlesnakes from human environments would make the environment in which we live more dangerous not less dangerous.<\/span> On the whole, rattlesnakes, despite their fearsome appearance, are quite effective allies in our fight against illness and disease. \u00a0With this in mind, they should most definitely be regarded as friends and not foes.<\/span><\/p>\n

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

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

              \n
            • Bridge 1 <\/span>(from the first research block):
              \n<\/strong>The initial bridge is from the first paragraph of an expository essay. It echoes the POP from the introduction, and it\u2019s clearly focused on the beneficial aspects of rattlesnakes. In terms of starting the conversation of this paragraph, the writer attempts to create a sense of alarm by claiming that \u201cour local environment would tumble out of balance\u201d without the existence of rattlesnakes. \u00a0The follow-up (underlined) transitional bridge flows nicely into the research detail and was taken directly from the sentence starter menu located in the bottom-center portion of the research detail writing frame.<\/li>\n
            • Bridge 2<\/span> (from the second research block):
              \n<\/strong>This transitional bridge begins the 2nd research block and was selected \u00a0from the sentence starter menu. The bridge is brief and allows the interpretation to flow smoothly to the next RD. \u00a0To create this bridge, a separate bridge writing frame could be created using the action icon* or it could be added to the beginning of the new research detail.<\/li>\n<\/ul>\n
              \n

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

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

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

              In addition,<\/span> to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s’ civil rights. <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d <\/span>Our forefathers did not intend to have any American citizens\u2019 right to reasonably express themselves taken away by anybody at any time, no matter their age. \u00a0This 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. \u00a0And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper.<\/span> <\/span>Lee Rowland of the American Civil Liberties Union\u2019s Nevada branch reminds us that<\/span> \u201cin conflict with the First Amendment, school uniform policies create instead an environment of sterilized uniformity scrubbed of the diversity so prized by our founding fathers. (238) <\/span>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. \u00a0Jefferson, Hamilton and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. <\/span>\u00a0And yet, public school districts around the country continue to enforce strict dress codes so that they might improve order and discipline on their campuses. \u00a0And while there is nothing inherently wrong with this objective, it hardly seems worthy such an unamerican solution.<\/span> <\/span><\/span>Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights. <\/span><\/p>\n

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

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

                \n
              • Bridge 1 <\/b><\/span>(from the first research block)<\/b>
                \n<\/b>This initial bridge is clearly transitioning from a previous paragraph about squelching student creativity. \u00a0It echoes the POP from the introduction, and it\u2019s focused on civil rights violations. The words \u201csquelching\u201d and \u201cflagrant violation\u201d help to a tone of confident disagreement.<\/li>\n
              • Bridge 2 <\/b><\/span>(from the second research block)<\/b>
                \n<\/b>This transitional bridge introduces the next research detail using the phrase, \u201creminds us that\u201d which is taken from the sentence starter menu*<\/li>\n<\/ul>\n
                \n

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

                Type of Essay: <\/b>response to literature
                \n<\/span>The prompt: <\/b>\u00a0In a multiple-paragraph 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 women who are terminally ill.<\/span><\/p>\n

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

                We’ve established that these works of literature reveal the feelings and sentiments of young people in love, but what if we abandoned this premise? What if the characters in each piece weren’t youthful at all, but very old or very sick? What If instead of being sarcasm or even a celebration of a lover’s “perfect imperfections”, these words were literal descriptions of loved ones who are ill and at the end of their days?<\/span> <\/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>One could easily read these words as sarcastic jesting or a loving acknowledgment of a few physical flaws. One the other hand, they can also be construed as true depictions of illness and age. The cheeks lose their color because of some sickness and the breath becomes malodorous due to an internal disease. Meanwhile, the speaker can only observe helplessly as his lover slowly fades away.<\/span> <\/span>We see this again in “My Funny Valentine” when the singer mournfully asks,<\/span> “Is your figure less than Greek?\/Is your mouth a little weak?\/ When you open it to speak, are you smart?\u201d<\/span> Again, these rhetorical questions could easily be being spoken by a broken-hearted man watching the love of his life fall into decay; her body is broken, her mouth is misshapen from age and she no longer speaks coherently. \u00a0<\/span>Without a doubt, this interpretation is supported by the mournful way that Chet Baker croons the words. \u00a0There 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

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

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

                  \n
                • Bridge 1 <\/span>(from the first research block):
                  \n<\/strong>This fairly extensive first bridge makes mention of a previous body paragraph which creates a sense of unity between paragraphs. \u00a0It engages the reader\u2019s interest by asking three consecutive rhetorical questions. Asking questions of the reader is a strategy that can effectively be used to maintain reader interest.<\/li>\n
                • Bridge 2 <\/span>(from the second research block)
                  \n<\/strong>Beginning with the transitional phrase, \u201cWe see this again\u201d, this quick mini-bridge \u00a0indicates that the other work is now going to be discussed. Again, transitional bridges do not have to be long to effectively create coherence and flow with a body paragraph.<\/li>\n<\/ul>\n
                  \n

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

                  Type of essay: \u00a0<\/b>persuasive\/ argument<\/span><\/p>\n

                  The prompt:<\/b> \u00a0Pit 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>\u00a0Pitbulls deadly jaw structures and vicious natures are not as bad as many people think
                  \n<\/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 Lallanilla, “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. \u00a0These folks, fueled by “science” march around exclaiming that pitbulls are the canine version of The Terminator. It’s truly amazing how people choose to ignore scientific fact when it suits their purposes, even if their unfounded beliefs lead to the unwarranted discrimination against innocent dogs. Such spurious reasoning continues when pitbull detractors complain about the violent and aggressive natures of pitbulls.<\/span> The fact is, pitbulls are actually demonstrably less vicious than other dogs.<\/span> \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. \u00a0(Thomas) <\/span>These temperament tests consist of putting a dog through a series of unexpected situations, some involving strangers. Any signs of unprovoked aggression or panic in these situations result in failure of the test. The achievement of Pit Bulls in this study disproves that they are inherently aggressive to people. \u00a0<\/span>And yet, \u00a0critics of these animals, once again informed by “facts” gleaned from the media or, more likely, the internet, continue to insist that these dogs are out-of-control and bloodthirsty beasts, instead of the \u00a0loyal and loving creatures that they really are.<\/span><\/span> Evidently, those with an illogical beef against American bull terriers, will stubbornly cling to the myths and misconceptions about these dogs even in the face of contradictory scientific fact, but those whose opinions are informed by facts and research will agree these creatures are no more dangerous than any other breed of canine. <\/span><\/p>\n

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

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

                    \n
                  • Bridge 1 <\/span>(from the first research block)
                    \n<\/strong>This bridge is clearly transitioning from a previous paragraph about spurious media and internet accounts of pitbull violence. \u00a0It echoes the POP from the introduction, and it\u2019s clearly focused on rebutting* any notion that pitbulls are physiologically or psychologically predisposed to violence. \u00a0Words like \u201cspurious\u201d, \u201cmisconception\u201d and \u201cwrong idea\u201d help to establish a tone of confidant disagreement.<\/li>\n
                  • Bridge 2<\/span> (from the second research block)
                    \n<\/strong>This really is more of a mini-bridge or a statement that begins with the phrase \u201cThe fact is\u201d and it comes directly from the RD sentence starter menu. This bridge allows the writing to flow smoothly to the next RD which will debunk the myth that pitbulls are hyper-aggressive.<\/li>\n<\/ul>\n

                    Body Paragraph with three bridges<\/span><\/h2>\n
                    \n

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

                    Type of essay: \u00a0<\/b>research\/expository
                    \n<\/span>The prompt:<\/b> \u00a0In a multiple-paragraph essay, share insights from your research on a marine animal of your choice.
                    \n<\/span>The Pop: \u00a0<\/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>\u00a0<\/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>\u00a0Did you know jellyfish are boneless, brainless and heartless, and most are transparent?\u201d (Ocean Oddities)<\/span> It is amazing to contemplate that a living creature could continue living for even a couple of hours without what we humans would consider the basics for survival. No brains, no heart, no brain? Truly incredible. Of course, if we used these words to describe a person, it would indeed be an unflattering portrayal, but for the jellyfish, it suits them just fine.<\/span><\/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> \u00a0<\/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 \u00a0(Simmons 254)<\/span> <\/span>Again, it is no surprise that folks look at this formless creature like an alien being from another universe. \u00a0\u00a0It’s one thing to be able to stretch out to the size of a sequoia redwood, or to navigate the sea without a brain or bones, but to possess the ability to live forever?– that\u2019s truly unique, not to mention a skill that we humans would most likely want to emulate if they could ever figure out how. <\/span>All in all, when you consider all of their unusual abilities and characteristics, jellyfish truly are some of the weirdest organisms on the planet.<\/span><\/span><\/p>\n

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

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

                      \n
                    • Bridge 1<\/span> (from first research block)<\/strong>\u00a0\u00a0<\/strong>
                      \n<\/span>This first bridge introduces the fourth paragraph of a 6-paragraph expository essay. \u00a0It makes mention of a previous body paragraph about the medicinal qualities of chemicals found in jellyfish. It then directly references the POP from the introduction. The bridge suggests that a number of examples of jellyfish strangeness will be discussed in the paragraph.<\/li>\n<\/ul>\n
                        \n
                      • Bridge 2<\/span> (from second research block)<\/strong>
                        \n<\/span>This transitional bridge beginning with the phrase, \u201cJellyfish have other weird characteristics\u201d efficiently sets up the next RD and keeps the writing flowing. It is clear that more evidence is going to be presented.<\/li>\n<\/ul>\n
                          \n
                        • Bridge 3<\/span> (from third research block)<\/strong>
                          \n<\/span>Beginning with the phrase, \u201cIf all of this wasn\u2019t enough\u201d, this mini-bridge shows that the writer is really rolling now, and that the next RD is going to be quite impressive. A certain rhythm has been established in this paragraph, and this transitional bridge keeps that rhythm flowing.<\/li>\n<\/ul>\n\n
                          \n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

                          In a multiple-paragraph essay, a bridge can connect a paragraph to another paragraph or it can connect two, transitioning ideas within the same paragraph together.<\/p>\n","protected":false},"author":6,"featured_media":7060,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[184],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7059"}],"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=7059"}],"version-history":[{"count":12,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7059\/revisions"}],"predecessor-version":[{"id":11485,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7059\/revisions\/11485"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/7060"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=7059"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=7059"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=7059"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}