my teacher says that in each paragraph we have to have a transitional phrase that connects our paragraph to the thesis statement in the introduction
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A transitional phrase connects the topic of the paragraph to the topic of the next paragraph.
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PRE-PLAN your speech.\nDecide which aspect(s) of character are most important. (Honesty, courage, responsibility, leadership, loyalty, duty, respect, attitude, perseverance, my personal favorite... integrity...?) Using the trait(s) you selected, come up with a thesis statement. Your speech should center around this idea. Brainstorm at least three to five specific examples to support your statement. These may include any of the following:\nexamples from history, literature, or current events\nthe information you are given on the test\nexamples from your own personal experience\nDecide on your three strongest examples. These should be the ones you can explain in the most specific detail. In general, examples from your personal experience are easier to write about, but they are weaker in the eyes of the reader.\n\nWRITE your speech.\nStart with an introduction. Your introduction should explain what you're going to talk about in your speech, but DON'T say something like, "This speech is about..." or, "I'm going to tell you about..." Assume your audience is smart enough to figure this out. Your introduction should include some kind of HOOK--something to catch the reader's attention. There are many types of hooks. Try a question, a quotation, a definition, a statistic, a single word, an action, a description, or an unusual statement. The goal is to get your audience interested and to get them thinking.\nNext is the body of your speech. This is where you take those three strongest examples you brainstormed during your planning. Start with one you can explain very clearly.\nUse transitions in each of these paragraphs. Develop these paragraphs thoroughly. Keep the writing focused. Don't ever lose sight of your thesis statement! Everything in a paragraph should be connected, and it should all make sense together.\nGive lots of details. Poor example: "Integrity is a good quality for a person to have because it makes you a good person." Good example: "Integrity is a vital quality which allows a person to make decisions based on his or her understanding of what is 'right' and what is 'wrong.'" Poor example: "Martin Luther King, Jr., had lots of integrity because he was a good guy." Good example: "Martin Luther King, Jr., is a paradigm of integrity because he understood the importance of equality. He took it so seriously that he fought for equality, traveling around the country and speaking to innumerable people."\nUse strong words. Try to use words that will not make you sound intelligent, not supercilious.\nWrap up your speech with a competent conclusion. Watch out for these common mistakes:\nDON'T say the exact same thing you've said already.\nDON'T say something like, "Now you know about..." or, "I have just told you about..." And NEVER say "I hope you enjoyed listening to my speech!"\nUse a simple form in your conclusion. Restate your main thesis (in different words). You may want to generalize a little bit. Look for a common theme in all your examples which you can apply. You can end with another hook, if it seems appropriate.\nRemember, your conclusion is the LAST thing your audience will hear. It doesn't have to be pure genius, but it should leave a good last impression.\n\nREVIEW your speech.\nMake sure it makes sense. Check for grammatical errors; in particular, watch for sentence fragments and run-on sentences. Have a friend, family member, or teacher read it. Practice it several times by yourself and in front of a few people. Get some good feedback.\n\nGood luck! Feel free to contact me with specific questions.
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Right now I am working in a pre-school laboratory at my college.  I have a mentor teacher who is supposed to teach me the aspects of teaching and monitor my work.  The worst thing she does is give unclear instructions then gets upset when I don't produce the desired results.\n\nShe asked me to have a description of my agenda for the day  posted on the parent board.  Then she got upset that I didn't have it formatted in a certain way.  How am I supposed to know that: "have a description," translates into "I want it done exactly like this"?  Sorry, I guess I don't speak Mentor Teacher.  I need someone else to translate for me.
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You did a good job but I can’t see where you used rhetoric questioning unless I am mistaken what it is. In the last sentence my word program says to change the “ himself” to “his self”. ◘
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ANSWER THE QUESTION DIRECTLY.  This will be your thesis, and it will be presented as one of the last sentence in your intro (in almost all cases).  The beginning of the intro should have backround info that is relevant to the rest of your paper.  \n\nIn each body paragraph, address one part of your thesis (break down your thesis into smaller parts, and prove each one of them in a separate body paragraph).  Prove them using facts, quotes (if you are doing an essay on a book), or sometimes personal beliefs.  Now, use your own interpretation to tie these facts to your thesis i.e., tell the reader how they prove it (or how they prove the parts of the thesis for that body paragraph).\n\nIn your conclusion, summarize what you said, including your thesis, and leave the reader with food for thought.
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How to Write Summaries\nStep 1 Read the passage carefully. Determine its structure. As clearly as you can, identify the author’s purpose in writing, for this will help you distinguish between more and less important information. \nStep 2 Reread. This time divide the passage into sections or stages of thought. Let the author’s use of paragraphing and cueing phrases be a useful guide. Try to limit the number of stages or sections to the 2-6 range. Label, on the passage itself, each section or stage of thought. Underline key ideas and terms. \nStep 3 Write a one-sentence summary of each stage of thought. Express the central idea of each stage in a single sentence. It’s helpful to mentally block out the other stages as you go, focusing on just one at a time, even if it makes it seem the stages have little to do with each other. Coherence is achieved at the end of the process; it’s important at this point to make sure you get the main idea of each main part. \nStep 4 Write a thesis—a one-sentence summary of the entire passage. The thesis should express the central idea of the passage as you have determined it from the preceding steps. For persuasive passages, the thesis is most likely the author’s stance or conclusion, for descriptive passages the subject of the description and its key features. Sometimes you may find a suitable thesis statement in the passage itself, in which case you may use it if you surround it with quotation marks. \nStep 5 Write the first draft of your summary. For a single-paragraph summary, combine the thesis with one-sentence summaries identified in the second step. For a multiple-paragraph summary, let each stage be its own paragraph, adding important sub-points and/or significant details and helpful examples from the passage. In either case, eliminate repetition. Eliminate less important information. Disregard minor details, or generalize them (i.e., “a recent study” instead of naming the study specifically as given in the passage). Use as few words as possible to convey the main ideas. \nStep 6 Revise for accessibility and clarity with a non-reader in mind. First, check your summary for accuracy and completeness against the original passage. Next, check for readability. Remember the summary must make sense in its own right for someone who has not read the original passage. Therefore, lighten up on difficult language if necessary. Achieve coherence between stages by inserting helpful transitional words and phrases. Check for grammatical correctness, punctuation, and spelling. \n\n(Adapted from Larry Behrens and Leonard Rosen, Writing and Reading Across the Curriculum)
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go back to your introductory paragraph. You should be rephrasing the introduction to tie it all together.
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The first step in asking a question is to use a coherent sentence structure.
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Begin with Dear Formal Name.  Before you start, answer these 4 questions in complete sentences.  This might sound silly, but it is quite effective.\n\n1.  What is my topic?\n\n2.  What is the purpose of this essay?  Complete:  I want to _________________.  \n\n3.  Who is my audience?\n\n4.  Write your "working" thesis statement (to be tweaked in revision).  \n\nEven though it sounds silly, this is one of the most important parts of organizing an essay.  We often have an idea of what we want to write, and may think we are quite focused.  However, I often find that I wasn't really as focused as I thought when I complete this simple worksheet.  \n\nSince this is a letter, you want to keep it short.  Choose three specific points to argue.\n\nWrite an outline.  Yes, I really do write outlines for important letters.  \n\nDon't wait until the last minute.  Allow time for at least 3 revisions.  Also, you should allow enough time to "walk away" for 24 hours before the last revision.  That way you view it with a fresh mind.  \n\nPROOFREAD!!!!  \n\nUse the first person as little as possible.  That is sometimes difficult in a letter, but it can be accomplished.  Do NOT begin a sentence with "I think."  Ther reader knows you think it.  Otherwise you would not be saying it.  \n\nEven those this is a letter, it is still formal writing.  Therefore you should eliminate the 2nd person altogether during revision.  \n\nThis sounds like an important letter, so you should take the time to really polish it up.  The more professional you sound, the more seriously you will be taken.  \n\nGood luck!
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First you need to research your topic, then you need to outline your gathered information. Usually a paragraph will have a topic sentence, three body sentences supporting your topic and a transition sentence. You can use that format until you're done with your essay. Happy writing, you lucky dog!!!!
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5 minutes FLIES by when you're teaching.  If you're doing Teach for America or a Teaching Fellows program, you'll be in a group of 10-12 other people.  You could give them each a line of a simple poem and have them line themselves up in the order they think the poem should go.  Once they agree on an order (I'd give them about a minute and use a timer), have them read their sentences in the order they decided.  Then you could have a discussion of why they put it in this order.  (i.e. why the story flows that way, what changes they might make having heard it, maybe how the tone changes when the sentences switch).\nAt the end you could read the poem how it was written as a conclusion.  If time, let the students reflect on the experience.\n\nAnyhow, hope this helps.  Good luck with your sample lesson!!
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Much like the others said, it is hard to explain without being able to show you. I also don't know how your teacher has been teaching it. I would say the first step is to memorize the sentence patterns. This goes through the 5 basic sentence patterns: http://college.hmco.com/devenglish/broughton/focus_florida/1e/students/diagramming_basic.html. \nI would, however, as someone else advised, ask your teacher for extra help.
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Starts with a topic. A clear one.\n\nThesis clearly stated (in intro or next paragraph usually). Arguements made to support thesis, with paragraphs that contain topics. Works cited (or refrence page) following MLA or APA style.
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Start out with something more familiar than a poem.  Why don't you get a familiar story (Cinderella) or even a story they have already read in class.  Have each student write one thing that happened in the story.  Group them into groups of 4 or 5 and have them share their sentence.  After wards the groups needs to put the sentences in order (sequence).  If they are missing the beginning, middle or end then as a group they need to decide on a sentence to make their sequencing more complete.  More often than not they have the whole story written out.\nYou need to also decide what you want to focus on when it comes to sequencing.  Do you want to just consider beginning middle end? Do you want to include problem and solution? Do you want to elaborate more and discuss First, Next, Then, After, Last (In the end...) Do you want them to sequence as a way of summarizing. \nIf you want your lesson to be about Sequencing, poetry may be a little harder for them to do.  You may want to try the poem part after you have taught sequencing with more familiar stories. A reason why she may want you to start with poetry is because sometimes they rhyme and they may find the order of it more easily if the poem rhymes.
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If your teacher didn't specify that the quotes have to come from beginning, middle, and end - then it wouldn't matter, just as long as the quotes demonstrate that the love was false.\n\ns
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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It depends on if you have MLA or APA format, I am a terrible writer to but, I found that if you need at least 5 sentences summarizing your topic in the intro paragraph, make sure your thesis statement is at the end of the intro. Then for you body paragraphs, state your topic in the first sentence, then a subtopic supporting the topic, then give two examples...if you have two subtopics for each paragragh you should have about 8 sentences, do this for each body paragraph, then for the conclusion, summarize what your body paragraphs are about and restate your thesis statement. Quotes are good, just make sure they relate to the subject. If you use quotes-which really do help- make sure you cite them...the author, year of publication, and paragraph or page number.  Watch for split commas and run-ons. Oh and on the quotes try not to have to many full quotes, Try paraphrasing or partial quotes, otherwise the essay will just be quotes and not your own words, Make sure you stick to the assignment to, Argumentive-Argumentive, Explainatory-Explainatory, and I don't know know if you have the handbook for MLA and APA Standard Formatting but it really helps also! hope it Helps!