6A. Develop a line of reasoning throughout an argument.
6B. Use transitional elements to guide the reader through the line of reasoning in an argument. |
For many students, the relationship between the thesis and the topic sentences may not be clear. What follows is a VERY paint-by-numbers method of developing that sense of relationship, and that may not work for your students, particularly if they are already adept at fashioning an argument. The problem with this method is that yes, you will tend to get very mechanical essays. The pro side is that there will be a logical progression from idea to idea.
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Example
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Let's say that you've used the super-basic thesis statement template for FRQ #2.
Super-Basic Thesis Statement Template
If you were writing an essay, you could use this three-part structure as the basis for your first, second, and third topic sentences using these templates:
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Students may understand this relationship right away. If so, it's fine to move on to the more complex AP thesis and then to the much more freeform possibilities that lie beyond the paint-by-numbers template. Your mileage may vary.
If students are struggling, two techniques tend to work.
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Example
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As you probably can tell, this is still pretty basic. Although it varies the wording a bit, it repeats a number of words and phrases from the thesis pretty much wholesale, and so yes, it's on the mechanical side. That said, there will be some students who will need this kind of support to structure their essay and give it a logical plan.
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