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I have a friend who told me that her parents did this very same thing. The Reader might begin to suspect that the student is just trying to bluff his or her way through the question. I recommend that teachers tell students to create an introduction strong enough to earn a grade of 3 all by itself.
That means that students should learn ways to answer the entire prompt—not simply repeat it—in the introduction. This indicates to the Reader that the paper could be heading into the upper-half zone. One way to help students improve their beginning is by providing them with several introductory paragraphs from papers that have earned a wide range of scores and asking them to identify stronger and weaker openings.
Sample papers are available on the Exam homepage for the course. Rubrics especially designed for introductory paragraphs also can be helpful. After having students collect examples of several strong openings, you may want to ask them to develop their own rubric for introductory paragraphs. Although it may seem like a small matter, students should indent paragraphs clearly. A paper without indentation or with unclear indentation often confuses a Reader.
Paragraphs create the fundamental structure of the essay, and without them good ideas can get muddled. Many writers find topic sentences a useful tool both for organizing paragraphs and also for helping Readers navigate through the essay. To score at least a 3, students would be wise to make use of pertinent references from the text. Encourage them to use specific quotations to back up their assertions.
However, remind them that they must explain their quotes clearly and demonstrate how they are relevant to the question. It is important for young writers to realize that offering long quotes without explanation bogs down the essay and can give the undesirable impression that the student is trying to fill up space rather than answer the prompt!base.web-kovalev.ru/scripts/136.php
Short, choppy sentences without variety indicate a student who has little background in grammar and style, perhaps someone who has read and written minimally. Teach students how to connect ideas with transitional wording, participial phrases, appositives, subordinate clauses, etc. I ask my students to imagine children making the same tower or castle each time they played with blocks.
They soon would become bored. Likewise, both writers and readers get bored when everything is formulaic, lacking some individual pizzazz! I suggest asking them to experiment with different sorts of syntactical devices to help them develop a sense of style.