What do you mean, I How do I know my

have to research research is valid?

BEFORE I compose my
thesis and arguments?
How do I analyze the
evidence without arguing for
it or against it?
How do I include vetted
information that is helpful
to the reader? Can I
include graphs, charts,
etc?

Writing Informative
Essays
How is this different than Argument
writing?
 “They say”-introducing
research in your writing
The issue of _________ has several different perspectives...

Noted researcher J. professor argues...

In the article “ “ Jones states...

According to Patty Politician...

However, the data presented by Smith shows...

On the other hand, T. Ludwick believes...

 “I say”- introducing your
voice in your writing

Although some recommend __________, others

advocate for ___________. In my view...

Though researchers clearly disagree, clearly...

Formulating a working thesis

Your thesis must be a complete sentence and can be revised several times. A
focused thesis statement will keep your writing on track.

Record your responses to the following questions:

1. What specific topic will your essay explain/inform the readers? (This is your
tentative thesis.)

2. What support have you found for your thesis?

3. What evidence have you found for this support (facts, statistics, statements
from authorities, and examples)?

Now draft a possible thesis for your essay.

 So how do I organize
all of this into my essay?
Introduction:
Background information
Introduction of the subject
Thesis
Body Paragraphs
Topic sentence (from thesis statement)
Lots of evidence (logical) with MLA citation
Analysis of this evidence
Repeat evidence & analysis—use informative frames
Conclusion
Restatement of your thesis in a new way
What does this mean (for our country); what does it matter (globally)?
 Introduction paragraph:
hooks the reader, introduces the topic and provides a
road map for the reader (thesis statement)

In your introduction you need to hook your audience by either offering a quote
from what others are saying, or ask a question, or give a statement of intrigue.
These can be formed from your research findings.

Then explain the quote, answer the question, or explain the importance of the
statement of intrigue.

Before you get to your thesis (thoughts and opinions on your topic) you need
to share what “THEY SAY” about your topic. This is the background
information on your topic.

Then and only then can you join the conversation and give your input or what
“I SAY”. This is your thesis!
 Can I get a little help
with that?
Try one of these templates to incorporate “they say”
before “I say”

X’s theory of_________ is extremely useful

because it sheds insight on the difficult problem
of_____________.

Researchers have long assumed that_________.

However, recent studies in __________ by X sheds
new light on________ which suggests that_____.
What else you got?
These findings challenge X’s assumptions
that______.

X matters/is important because_________

My discussion of X is in fact addressing the larger

matter of____________.

Although X may seem trivial, it is in fact crucial in

terms of today’s concern over_________.
 Body paragraphs: support your
thesis statement point by point in topic sentences, evidence (what
“they say”) & analysis (what “I say”) {No set number of body
paragraphs}

Topic sentence (subject & opinion)

Example—from the text, or research— include a TLQ—

Transitional word, lead into the quote and then give us the quote
with in text citation (follow appropriate MLA citation rules for print
and online sources--see MLA notes on owl@purdue website)

Analyze the example—at least two sentences for every example.

(Some starters can be: This demonstrates that, or This also
illustrates that, This proves that, This also shows that…)

Add another Example & Analyze the example

Where X is the author

As the prominent researcher X states “_________”.

X states “____________”.

According to X “______________”.

Writing in the journal APA, X emphasizes that

“_______________”.
 Giving credit to what “They
say”--in text MLA citations

You HAVE to give credit to the authors of what

“they say” when you directly quote what “they say”
or when you are just paraphrasing/summarizing
what “they say”. Otherwise it’s plagiarism!
 Citing a print source
with an author
However, X states “________________” (page
number).

However, Nelson states “Poverty statistics have

increased exponentially since 2000” (264).

The belief that “_______________” is alarming

(author’s last name page number).

The belief that “Poverty is not Disappearing” is

alarming (Nelson 264).
 Print source without an
author
Many would observe “___________________”
(“title of the source” page number).

Many would observe “violence against women is

viewed as a health care issue” (“Why America is
Dealing with Domestic Violence” 67).

According to “Why America is Dealing with

Domestic Violence” many would observe “violence
against women is viewed as a health care issue”
(67).
 Web source with an
author
Indeed it is highly likely that “______________” (author’s
last name,“title of text”).

Indeed it is highly likely that “Black students are suspended

and expelled at three times the rate of white students”
(Motoko, “School Data Finds Pattern of Inequality Along
Racial Lines”).

According to Motoko “Black students are suspended and

expelled at three times the rate of white students” (“School
Data Finds Pattern of Inequality Along Racial Lines”).
 Web source without an
author
Indeed it is highly likely that “______________” (“title of
text”).

Indeed it is highly likely that “The national income

achievement gap, however, has grown over the past 50
years and is now larger than the black-white achievement
gap” (“Inequity in the United States”).

According to “Inequity in the United States” it is highly likely

that “The national income achievement gap, however, has
grown over the past 50 years and is now larger than the
black-white achievement gap.”
 Conclusion paragraph:
indicates the significance of the topic; the “so what”
factor.

The purpose of the conclusion is to remind your

reader of what “I SAY”

What does your topic mean? (For America)?

So what? Why does it matter? (Globally).

Bring it!
Consequently, one can see
that_________________.

Ultimately what is at stake here is

_______________.

My discussion of X is in fact addressing the larger

matter of____________.

Although X may seem trivial, it is in fact crucial in

terms of today’s concern over_________.
 Revising the essay: The
hardest part of the writing process. Yes, I said it!

Have I responded to the assignment?

What is my purpose for this essay?

What should I keep? Which parts are the most effective?

What should I add? Where do I need more details, examples, and

other evidence to support my point?

What could I delete? Do I use irrelevant details? Am I repetitive?

What should I change? Are parts of my essay confusing or

contradictory? Do I need to explain my ideas more fully?
Yep, there is more work

What should I rethink? Is my position clear? Have I provided

enough analysis to inform my readers?

How is my tone? Is it professional, informative, but not

condescending?

Does my conclusion show the significance of my essay?

Have I used key vocabulary words correctly to represent the ideas

from the research?
Peer Revision
Have two partners read your essay and answer the
questions from the previous two slides.

Then have them focus on one-two paragraphs

intensely and make comments regarding the
content/focus & format of those paragraphs

Implement the feedback suggested in those

paragraphs and throughout the essay
Self editing
Now that the content is in place, it is time to work
with the grammar, punctuation, and mechanics of
your draft to make sure that your essay conforms to
the guidelines of conventional academic English.
The following guidelines will help you edit your own
work:

Editing Guidelines for Individual Work

If possible, set your essay aside for 24 hours before

rereading to find errors.
Steps in editing
If possible, read your essay aloud to a friend so you can listen for any
mistakes and hear the rhythm of your writing.

With the help of your teacher, figure out your own pattern of errors— the most
serious and frequent ones that you make.

Look for only one type of error at a time. Then go back and look for a second
type and, if necessary, a third.

Use the dictionary to check your spelling and confirm that you have chosen the
right word for the context.

Use “reverse editing” to catch errors: Take a piece of paper and cover up all
but the last sentence of your paper. Check this sentence for any mistakes; edit
where needed. -Then expose the sentence above that one and again look for
errors. Continue reading in this fashion, sentence by sentence, back to the
beginning of your essay.