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Writing An Introduction

Writing An Introduction. Unlike your expository essays, your research papers will require a specific type of introduction: Problem / Solution. SenTence 1 and 2 . Introduce the problem

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Writing An Introduction

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  1. Writing An Introduction • Unlike your expository essays, your research papers will require a specific type of introduction: Problem / Solution

  2. SenTence 1 and 2 • Introduce the problem Ex. In almost every school in the U.S. high school students are being tested as never before: common assessments, Common Formative Assessments, TAKS, EOC, and STAAR. Additionally, to gain admission to post-secondary education, they are required to submit to further testing by the College Board.

  3. Sentence 3 • Take a turn toward the thesis • Ex: Testing is often justified in terms of accountability, that students and teachers can be measured quantitatively and qualitatively by a quiz, a test, and/or a formal exam.

  4. Sentence 4 • Two part thesis: (The explicit problem) In the rush to be accountable for ever rising education costs, educators and politicians have come to view testing as the end result of education, but . . .

  5. The Solution Ex: since students thrive in a variety of environments, researchers are questioning the test only approach and striking out in search of new answers to an old problem: How do I know Aaron/Ashley are learning?

  6. Topic – Thesis • Creating your thesis sentence •  What will your essay be about? • What is the main idea of your essay? • What idea or concept do you want to introduce to your reader?

  7. Your Thesis

  8. THESIS SENTENCE = TOPIC + CONTROLLING IDEA • The thesis sentence contains the topic + controlling idea that need to be developed, explained, described and illustrated (examples) in the supporting sentences (essay) or paragraphs (paper) that follow the introduction.

  9. Some ways to expand your thesis • Say why: For many lawmakers and educators the attachment to testing is based on a commitment to raw data: only increases in percentages will determine success.

  10. Say why your audience should care • If students are only tested, then they will graduate from high school with none of the skills essential for life long success.

  11. Say how: • By committing students to an overly rigorous testing schedule, educators may actually cause data results to decrease.

  12. Make specific comparisons: • The key difference between high school and college is that students are expected to think critically and analytically; therefore, they need to develop skills in high school that will ensure college/career success.

  13. Consider the consequences: • If teachers do not find ways to inspire students to think deeper and more critically, they will never learn to fully develop their ideas.

  14. “According to Dr. Lee Ross . . . the number of subjects . . . was ridiculously small” (Kolata). According to Dr. Nisbett, the Hawthorne Effect threw away the data once they had the story (Kolata).

  15. Read the Selection aloud with your table. • On a notecard write the thesis statement. When you have it raise your card. • On the back of a notecard properly cite TWO pieces of text evidence.

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