Drafting an Essay Walkthrough & Webquest

Multiple Choice

What is most likely the intended audience for this article?

• gamers who might be trying to choose a character

• parents of video gamers

• people who are against video gaming

• gamers who are opposed to Super Smash Brothers Ultimate

Multiple Choice

Which sentence from the essay provides evidence to support the claim that the Joker is the best character?

• A

• B

• C

• D

Drafting an Essay

Walkthrough
and Webquest

About

Audience: Secondary English Language Arts

Goal: Write a draft of an essay that is properly formatted and cited

Process: Work on the draft in 6 distinct chunks

Materials: Google Docs and this presentation

Evaluation: Completed draft of essay. Checklist points/ for completion of each
section (optional)

To Do List

❏ MLA Format
❏ Introduction
❏ Thesis
❏ Body Paragraphs
❏ Conclusion
❏ In-Text citations and Works Cited

MLA Format

Find the Template (Google Docs)

1
2

or 3

(if 2 doesn’t

work)

Fill In the “Blanks”

Title your essay as the
assignment name followed
by your name (e.g. “Book
Report - Mark Smith”)

Fill in the header with your
name, your teacher’s name,
the name of the course, and
the due date

Add a title for your essay

Add your last name before
the page number

Check Your Work!

Does your
paper look

similar?

Complete the

rest of the
walkthrough
by editing this

template

Confused?

You can check these resources out!

●List of all the changes: https://owl.english.purdue.edu/owl/resource/747/24/

●Video with how to make all the changes:
https://www.youtube.com/watch?v=uDjfs1f0iBk

●Big checklist (includes Work Cited and In-Text Citations):
https://www.warnerpacific.edu/wp-content/uploads/2013/06/MLA-Checklist.
pdf

Introduction

Basics

The purpose of an introduction is to familiarize
your reader with the content of your essay and to
establish your goal/purpose

The introduction will be 3 to 4 sentences,
including the thesis (but we’ll get to the thesis
later)

The basic structure is moving from broad to
specific, like an inverted triangle

The Nitty Gritty

Sentence 1: Start with a general, open statement about your topic

●You can use stories, images, facts, quotes, questions, or recent news

●Avoid dictionary definitions, cliches, exaggerations, and obvious/empty claims

●The purpose is to convey, “Hey, this subject is relevant/interesting!”

Sentence 2: If needed, add details that support or better convey your topic (e.g. a
brief book summary or a quick recap of a theory)

●Avoid overdosing on unnecessary information and detail

●If this is about a text, specify the author and title (e.g. a book report)

Sentence 3: Add a more specific statement connecting to your
assertion/claim/stance
Sentence 4: Thesis

Confused?

You can check these resources out!

●The purpose and basics: https://www.youtube.com/watch?v=_F3qoNGQLe8

●Diagram/cheat sheet:
https://missthedogatemyhomework.files.wordpress.com/2014/04/introductor
y_paragraph.jpg

●Attention grabbers/ Sentence 1:
https://www.georgebrown.ca/uploadedFiles/TLC/_documents/Hooks%20and
%20Attention%20Grabbers.pdf

●Create parallelism in writing. (Note: Think parallelism in your thesis
statements):
https://sites.google.com/view/writerswebhandbook/focusing-connecting-ideas
/focusing-ideas-with-parallel-wording

●

Thesis

The What Now?

The thesis is a clear confirmation of your stance on the topic and purpose for the essay.
It is arguable (thus why you are writing a paper) and unique.

➢

Pie is a dessert. (X not a thesis. Just a fact)

➢

Pie is a good dessert. (X not a thesis. Just a claim)

➢

Pie should be served instead of cake at weddings. (✓A thesis! Arguable and
unique!)

Go to this website for help creating your thesis statement:
https://writingcenter.uagc.edu/thesis-generator

●Fill in the boxes

●After you submit, copy and paste the result to the end of your introduction

●Correct any grammar errors if needed

●After you’re satisfied with your thesis, click the link at the bottom of the page of
your generated thesis for the suggested body outline.

Test it!

These tests will ensure that you have a good thesis

●Is this a complete sentence (and not a question)?

●Does it have an opposing argument? If yes, what is it?

●Is every word clear and unambiguous in meaning?

●Does the thesis call for additional information and explanation ?

○ [ “after I read the thesis, do I need to read the paper to learn more, or do I have enough
information just from the thesis?”]

●Is the statement specific?

○[ “is this focused enough that it can be limited to a few pages? Or is it such a big idea that it could
go on and on and on and on and on…”]

Confused?

You can check these resources out!

●Thorough explanation:
https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

●Some tips:
https://gustavus.edu/writingcenter/handoutdocs/thesis_statements.php

Body Paragraph

Step by Step

Sentence 1: Start with a topic sentence that provides a supporting detail/assertion

Sentence 2: introduce a quotation with embedding/ by stating the purpose of the
quote and then insert your quotation or paraphrase

Sentence 3: Answer the HOW?

●How does this quote support your claim? What detail in the quote is noteworthy?

Sentence 4: Answer the WHY? and SO WHAT?

●Why is this so critical and significant?

●So how does this impact the message? Piece? Conflict? Character? Or etc?

Sentence 5: Connect back to previous points/ the thesis

Example (First Evidence + Explanations)

Sentence 1: To begin, Mother Gothel is emotionally manipulative.

Sentence 2: In the song “Mother Knows Best,” Gothel describes Rapunzel as
“gullible,” “ditzy,” and “chubby” (citation).

Sentence 3: Such words have negative connotations that suggest Rapunzel is out of
control and incapable.

Sentence 4: These insults put down Rapunzel and make her insecure, succeeding in
making her dependent on Mother Gothel for guidance.

Sentence 5: This manipulation, coming from a mother character and over the course
of 18 years, can be classified as abusive behavior.

Key Information

Here are the most common problems and how to fix them

-Lack of supporting detail from a source text

-Make sure every body paragraph has 1 quotation or paraphrase from a source text

-Supporting detail is too long

-Narrow your quote down to exactly what you want to prove

-You will need to ask yourself “where in the quote was I convinced? What was most convincing or
critical for me?”

-Paragraph provides summary rather than analysis

-Make sure you are using the quote you provide

-You can do this by connecting to specific action, data, or diction in the quote (zoom in)

-Analysis is interpretation and evaluation so ask yourself “is this my idea? Or was it something the
author did/said?”

Confused?

You can check these resources out!
●Analysis basics
:https://sites.google.com/view/writerswebhandbook/analysis-argument/what-is-
analysis

●Using details to support a point:
https://sites.google.com/view/writerswebhandbook/analysis-argument/using-de
tails-to-support-a-claim

●Writer’s Handbook:

●https://sites.google.com/view/writerswebhandbook/home

●Using Transitions:
https://sites.google.com/view/writerswebhandbook/focusing-connecting-ideas/u
sing-transitions

●Quoting and paraphrasing:
https://writing.wisc.edu/wp-content/uploads/sites/535/2018/07/Acknowledging
_Sources.pdf

Writing an Opposing Paragraph for Argument Essays Only

1. What is an Opposing Paragraph?

An opposing paragraph in an argument essay is where you acknowledge and
respond to a viewpoint that contrasts with your own argument. This shows the
reader that you understand different perspectives and are able to address
them thoughtfully.

In an argument essay, presenting an opposing view:

●Builds credibility.

●Strengthens your argument by demonstrating that you've considered all
sides.

●Allows you to effectively refute the opposition with evidence or logic.

Writing an Opposing Paragraph for Argument Essays Only

2. What is an Opposing Paragraph?

An opposing paragraph in an argument essay is where you acknowledge and
respond to a viewpoint that contrasts with your own argument. This shows the
reader that you understand different perspectives and are able to address
them thoughtfully.

In an argument essay, presenting an opposing view:

●Builds credibility.

●Strengthens your argument by demonstrating that you've considered all
sides.

●Allows you to effectively refute the opposition with evidence or logic.

Writing an Opposing Paragraph cont’d.

3. Structure of an Opposing Paragraph

An effective opposing paragraph typically follows this structure:

●Topic Sentence: Briefly introduce the opposing argument or viewpoint. Make it
clear what the counterclaim is.

●Explanation: Explain the counterclaim in detail. Make sure you do this fairly,
without distorting or oversimplifying the other side’s position. This shows
respect for differing opinions.

●Refutation: Address the flaws in the opposing argument. Why is it not as strong
as your own argument? This is where you use evidence, logic, and examples to
weaken or disprove the counterclaim.

●Concluding Sentence: Sum up why, despite the opposing view, your argument
is still more valid or reasonable.

Writing an Opposing Paragraph cont’d.

4. Example of an Opposing Paragraph

Prompt: Should school start later in the day?

●Topic Sentence: Some argue that starting school later in the day would be detrimental to
students' extracurricular activities.

●Explanation: These individuals believe that a later start time could lead to later end
times, which would interfere with after-school sports, part-time jobs, and other
extracurriculars, making it harder for students to balance school and their personal lives.

●Refutation: However, research shows that a later start time actually improves students'
focus and energy levels, potentially leading to better performance in school and
extracurricular activities. While schedules may shift, students may actually find more time
for hobbies and sports since they’ll be more alert and focused throughout the day. In fact,
several school districts that have implemented later start times report no significant
negative impact on extracurricular participation.

●Concluding Sentence: Thus, while concerns about scheduling conflicts are valid, the
benefits of a later start time far outweigh the potential drawbacks.

Writing an Opposing Paragraph cont’d.

5. Tips for Writing an Effective Opposing Paragraph

●Be Fair and Balanced: When explaining the opposing view, don’t
misrepresent it. Acknowledge the complexity of the other side to show that
you’ve thought critically about the issue.

●Use Strong Evidence: Your refutation should be supported by evidence,
such as statistics, expert opinions, or real-world examples, to show why the
opposing argument isn’t as strong as your own.

●Stay Focused on the Argument: Don’t let the opposing paragraph become
an emotional attack on the other side. Focus on logic, evidence, and
reasoning.

●Transitions Matter: Use transition words and phrases like “On the other
hand,” “While some argue,” and “However” to clearly distinguish the opposing
viewpoint from your own.

Writing an Opposing Paragraph cont’d.

Claim (Your Position):
School should start later to
improve students' health and
focus.

Counterclaim (Opposing Position): A later start time would
interfere with extracurricular activities like sports and jobs.

Example Counterclaim Paragraph:

Some argue that starting school later in the day would be detrimental to
students' extracurricular activities. These individuals believe that a later
start time could lead to later end times, which would interfere with
after-school sports, part-time jobs, and other extracurriculars, making it
harder for students to balance school and their personal lives. However,
research shows that a later start time actually improves students' focus
and energy levels, potentially leading to better performance in school
and extracurricular activities. While schedules may shift, students may
actually find more time for hobbies and sports since they’ll be more alert
and focused throughout the day. In fact, several school districts that have
implemented later start times report no significant negative impact on
extracurricular participation. Thus, while concerns about scheduling
conflicts are valid, the benefits of a later start time far outweigh the
potential drawbacks.

Opposing Paragraph Checklist

Checklist:

❏

Did I acknowledge the opposing viewpoint?

❏

Did I refute it with evidence?

❏

Did I maintain a respectful tone?

❏

Does my paragraph logically support my thesis?

Conclusion

Basic Stuff

The purpose of a conclusion is not only to
give your paper a sense of closure, but to
also connect your arguments to the real
world or the reader. You want your reader
to care!

In essence, it is the reverse of the
introduction. You start specific and end
broadly

The Nitty Gritty

Sentence 1: Refocus your reader by simplifying your ideas. Answer “what?”

●This is not a summary. Rather, it is making final connections

●Do not introduce new facts, data, ideas, or opinions

Sentence 2: State the biggest takeaway from the piece. Answer “so what?”

●Return to an image, detail, or concept from the introduction OR

●Restate your thesis as a statement/fact rather than a claim/assertion

Sentence 3: End on a note of urgency, importance, or opportunity. Answer “now
what?”

Confused?

You can check these resources out!
●Conclusions:https://owl.purdue.edu/owl/general_writing/common_writing_assi
gnments/argument_papers/conclusions.html

●More details: https://writingcenter.unc.edu/tips-and-tools/conclusions/

●Some strategies and examples:
https://writingcenter.unc.edu/tips-and-tools/conclusions/

Citations and Works Cited

In-Text Citations

In-Text citations tell the reader when something is not your idea. Without a citation,
you are plagiarizing, which has extremeconsequences in university or in a job field

Luckily, they are pretty easy!

An in-text citation is in the text. Specifically, it is after a quote or paraphrase and
withinparentheses. A period comes after the citation (the quote and citation are best
friends and must stay together).

“Here is a fake quote” (here is a citation).

What goes in the citation? (Author’s last name Page or Paragraph number).

“Here is a fake quote” (Smith 53).

What if there is no author?!?! → use the title of the piece

Works Cited

This is at the very end of the essay. It is a list of resources in alphabetical order. The
purpose is that your reader can use the citation to easily find your resource.

Since there are tons of possible resources (video, image, books, research, tweets,
etc), there is a different citations for each one.

●You will need to first identify what your source is

●Then find the citation template (from the MLA handbook, PurdueOWL, or
MLA’s website)

●Then fill in the citation template with your source’s information

What if my source is missing stuff! It doesn't have an author or year! → Leave it
blank/skip. If you are missing a date, you write n.d.

Most Common Citations

Your Basic Book

●Template: Last Name, First Name. Title of Book. Publisher, Publication Date.

●Example: Henley, Patricia. The Hummingbird House. MacMurray, 1999.

An Article from a Scholarly Journal

●Template: Last Name, First Name. “Title of Article” Title of Journal, vol. #, no. #,
Publication Date, URL to Article. Accessed Day Month Year.

●Example: Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions
and Future Directions.” Social Work and Society: The International Online-Only Journal,
vol. 6, no. 2, 2008, www.socwork.net/sws/article/view/60/362. Accessed 20 May
2009.

Confused?

You can check these resources out!

●In-text citations: https://owl.english.purdue.edu/owl/resource/747/02/

●PurdueOWL: https://owl.english.purdue.edu/owl/resource/747/02/

Additional Resources Beyond Argument Writing

●How to close read literary works and conduct a literary analysis:
https://writing.wisc.edu/handbook/closereading/

●How to analyze poetry: https://writing.wisc.edu/handbook/readingpoetry/

●How to add quoted material from literary texts (books, poems, etc):
https://writing.wisc.edu/wp-content/uploads/sites/535/2018/08/Literary-Quo
tations.pdf

●

YOU DID IT!
THE WALKTHROUGH IS

OVER!

Open Ended

1. What is one thing you learned about argumentative writing from this lesson?

2. What is one thing you want to learn more about argumentative writing?