I give my students a graphic organizer that allows them to view the main points as pillars that support the thesis statement.
If they can identify at least three solid pillars and provide evidence from research, they are approved to move on.
Give them some prompts to consider to guide their feedback.
After time has lapsed, have students pass again in the same direction.
(I do require students to begin collecting sources during the pre-writing stage, and I encourage them to tweak their original Works Cited page as they draft and revise.) I like to give my students specific examples of strategies they can use as hooks.
I also provide examples of each and then ask them to practice, which can look many different ways. Does it impact people locally, nationally, or globally?
Here are a few ideas: Regardless of the type of hook students select, I always ask them to frame the essay in their conclusion. Even if students manage to come up with a hook they like and a sound thesis statement, they generally struggle with what to write in the middle. Two, it provides a bridge between the issue and the audience’s understanding of it. Can it be related to or a cause of any other issues in our world?
I explain that the middle of the introduction is a bridge in two different ways. I allow my students to choose topics they are passionate about, but I explain that other people who will read their essay might not know anything about the topic. Are there any terms the audience might need defined? These are some of the probing questions I ask students to ponder. Not all students need it, but giving them an acronym to help them remember the basics of a paragraph can’t hurt.
For five or ten minutes, just sit and allow students to respond to the introduction paragraphs.
Students can write praises and suggestions either on the actual paper copies or on post-its.