I’ll ask them to download the PowerPoint from Canvas.

Then, once everyone has done so and

opened it, I will introduce the topic.

Slide 1—Title
I’ll give them a short introduction of what we’re going to be talking about, which is the
parts that make up a body paragraph and how to organize those parts in an essay.

Slide 2—”The Parts of a Paragraph”

In their version of the PowerPoint, the definitions will be blank so that they can fill it out
from looking at the board. And I will describe each part based on the bullets below the
definition.

Terms and definitions:

● Topic sentence: A sentence that supports the thesis statement and tells your reader what
the paragraph will be about.
○ Tells the reader what the rest of the paragraph is about.
○ Directly relates to your thesis statement.
○ Focuses the argument of your paragraph.
● Set-up: A transition phrase or sentence that introduces your evidence.
○ Prepares the reader for your evidence.
○ Tells your reader what point the evidence will be about.
○ Transitions into your next point.
● Evidence: Information from an outside source that supports your topic sentence,
including proper citation.
○ Supports your topic sentence.
○ Is a direct quote or paraphrased from a source.
○ Includes a citation.
● Analysis: The explanation of why or how the evidence supports your topic sentence.
○ Is not a summary.
○ Explains to your reader why the evidence supports the topic sentence.
○ Should critically explore the limitations of your source and claim.
● Concluding sentence: A sentence that connects its topic sentence to the next paragraph’s
topic sentence.
○ References back to your topic sentence.
○ Introduces the topic sentence of the next paragraph.

Slide 3—Sample Paragraph:

I will ask the students to read the paragraph and then work alone or with a friend to
highlight the sentences they think demonstrate each of the parts we discussed. I’ll tell them the
thesis is there so that they can see how the topic sentence is related to it and that the topic
sentence of the next paragraph is there so they can see how it is related to the concluding
sentence. Once they seem finished, I’ll ask for volunteers to help me highlight it on the displayed
PowerPoint so they can all compare their answers.

The thesis: The price of parking on campus prevents students from driving to campus,
costing them time, convenience and money.
 When students cannot afford the price of parking on campus they have to use other forms
of transportation such as the bus, tripling their commute time and causing immense stress. If the
people who need to commute to ASU’s Tempe campus cannot afford to drive there, they can
take the Valley Metro buses. However, a bus can pick up passengers from a stop five miles away
from campus at 8:08 a.m. and take 46 minutes to arrive, according to Google Maps, while a car
leaving from the same stop at the same time would only take 12 minutes. The extra long
commute time wastes 28 minutes of students’ time. This is time that they could be using to
complete assignments, study, or get some much needed rest. If students have to spend more time
commuting, then they have less time to do these things, which can cause stress when faced with
deadlines. Furthermore, long commute times can cause psychological problems like stress (Wei).
In a Psychology Today article, Dr. Marlynn Wei said, “Commuting also has significant
psychological and social costs. It can be a major cause of stress, due to its unpredictability and a
sense of loss of control.” Therefore, if students cannot afford to park on campus, then they may
become stressed by having a long commute. As a result, ASU’s parking prices are a burden on
its students more than just financially, but also emotionally. Of course, distance is also a factor in
commute times. There may be cases where it would be quicker to take one of Flash or Orbiter
buses than to drive (factoring in parking time). Additionally, travelling via alternate forms of
transportation can be inconvenient for students who cannot afford to drive to campus.
Students who cannot afford the price of parking on campus are often inconvenienced by
their inability to do so, leading to stress caused by unnecessary burdens.

Highlighted:
When students cannot afford the price of parking on campus they have to use other forms
of transportation such as the bus, tripling the commute time they otherwise would have and
causing immense stress. If the people who need to commute to ASU’s Tempe campus cannot
afford to drive there, they can take the Valley Metro buses. However, a bus can pick up
passengers from a stop five miles away from campus at 8:08 a.m. and take 46 minutes to arrive,
according to Google Maps, while a car leaving from the same stop at the same time would only
take 12 minutes. The extra long commute time wastes 28 minutes of students’ time. This is time
that they could be using to complete assignments, study, or get some much needed rest. If
students have to spend more time commuting, then they have less time to do these things.
Furthermore, long commute times can cause psychological problems like stress (Wei). In a
Psychology Today article, Dr. Marlynn Wei said, “Commuting also has significant psychological
and social costs. It can be a major cause of stress, due to its unpredictability and a sense of loss
of control.” Therefore, if students cannot afford to park on campus, then they may become
stressed by having a long bus commute. As a result, ASU’s parking prices are a burden on its
students more than just financially, but also emotionally. Of course, distance is also a factor in
commute times. There may be cases where it would be quicker to take one of the Flash or
Orbiter buses than to drive (factoring in parking time). Additionally, travelling via alternate
forms of transportation can be inconvenient for people who cannot afford to drive to campus.
Students and faculty who cannot afford the price of parking on campus are often
inconvenienced by their inability to do so, leading to stress caused by unnecessary burdens.

Slide 4—Topic Sentences

I will explain the relationship between the bolded, underlined, and italicized words.
  Thesis: The price of parking on campus prevents students from driving to campus,
causing them stress by costing them time, convenience and money.
 When students cannot afford the price of parking on campus they have to use other
forms of transportation such as the bus, tripling their commute time and causing immense
stress.
 Students who cannot afford the price of parking on campus are often inconvenienced by
their inability to do so, leading to stress caused by unnecessary burdens.

Slide 5—Evidence
I will explain the different in-text citations I used as well as the way I chose to cite
information from that source.
 Furthermore, long commute times can cause psychological problems like stress (Wei).
 In a Psychology Today article, Dr. Marlynn Wei said, “Commuting also has significant
psychological and social costs. It can be a major cause of stress, due to its
unpredictability and a sense of loss of control.”
 Wei, Marlynn. “Commuting: ‘The Stress That Doesn't Pay.’” Psychology Today, Sussex
Publishers, 12 Jan. 2015, www.psychologytoday.com/us/blog/urban-
survival/201501/commuting-the-stress-doesnt-pay.

Slide 6—Analysis
I will point out that the analysis does not just summarize the information but explains and
draws conclusions. I will also point out my use of key words from the topic sentences and thesis.
I will also draw their attentions to my critical thoughts of my own ideas.
 Therefore, if students cannot afford to park on campus, then they may become stressed by
having a long commute. As a result, ASU’s parking prices are a burden on its students
more than just financially, but also emotionally. Of course, distance is also a factor in
commute times. There may be cases where it would be quicker to take one of Flash or
Orbiter buses than to drive (factoring in parking time).

Slide 7—Concluding sentence

I will show them how the underlined, bolded and italicized words reinforce the
connectivity of the sentences.
 When students cannot afford the price of parking on campus they have to use other
forms of transportation such as the bus, tripling their commute time and causing immense
stress.
 Additionally, travelling via alternate forms of transportation can be inconvenient for
students who cannot afford to drive to campus.
 Students who cannot afford the price of parking on campus are often inconvenienced by
their inability to do so, leading to stress caused by unnecessary burdens.

Citations:
Wei, Marlynn. “Commuting: ‘The Stress That Doesn't Pay.’” Psychology Today, Sussex
Publishers, 12 Jan. 2015, www.psychologytoday.com/us/blog/urban-
survival/201501/commuting-the-stress-doesnt-pay.

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