Writing Introductions and Conclusions-Developing a Word Bank Before You Write
from Do You Even Pedagogy? Hosted by Jennifer Irene Curtis
We ask students to write an introduction statement and then "write the same idea but with different words" for a conclusion statement. In this episode, I talk about how I ask students to: -develop a word bank for terms they will use repeatedly in their essay while they are writing outline or graphic organizer -creating a word bank at the start of the project allows them to have the vocabulary on hand and use it as they are writing; I have found asking them to think about vocabulary in the middle of the writing process can be a stumbling block -having students restructure a simple sentence so that they know how to write a conclusion statement with ease and confidence, it can be as easy as writing subject + predicate, and then reconfiguring it to be predicate + subject Examples used in podcast: Gender: feminist, equity, femininity, masculinity, gender roles, roles of women, roles of men Historical: Factual, true, accurate, objective, literal Social: Marxist (this will take some parsing) collective, societal, structural, demographical, social strata Thesis statements examples: Version 1: -When examining Arthur Miller’s The Crucible through critical lenses, it becomes evident that gender, historical, and social contexts play a significant role in shaping the events and characters in the story. Version 2: Shifting perspectives to consider roles of women and men, the accurate depiction of hysteria in our country’s history, and the framework of social strata can highlight connections when analyzing the plot and characters of The Crucible by Arthur Miller.
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