Transcript How to Write the Five Paragraph Essay

How to Write the Five
Paragraph Essay
Advanced Placement
U.S. History
Mrs. Burton, NBCT
What is the correct form
for a DBQ Essay?
Topic Sentence with introductory
paragraph
 Three supporting ideas or pieces of
evidence
 Conclusion
 No paragraph with less than 5 sentences
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Getting Started
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First the teacher
gives you a topic
You begin by
preparing an outline
or diagram of your
ideas.
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Write an essay
about your favorite
thing
Let’s Talk About
the Topic Sentence
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Always start with a
topic sentence.
This is the main point of
your essay, your thesis
statement.
It will have 2 parts.
The first will state the
topic.
The second will state
the point of the essay.
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My favorite thing
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is American History.
Let’s Talk About the Introduction
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The introduction is a
signpost at the
beginning of the trail
It tells the reader
where you are going
to take them and what
they will see along the
way.
Let’s Talk About the Body
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The body of the essay
moves the reader along
toward the destination
or goal you have set.
It usually has several
paragraphs, each
related to one of the
points you want to
make.
Let’s Talk About
The Body of the Essay
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In your map or
outline write three
reasons justifying
the topic sentence.
These are your subpoints.
They will head your
paragraphs.
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I love being
challenged.
I love Mrs. Burton.
I love learning about
my ancestors.
My Favorite Thing
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My favorite thing is
American History.
I love being challenged.
I love Mrs. Burton.
I love learning about my
ancestors.
These are just three of
the many reasons why I
love American History.
Writing the Body Paragraphs
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Use each subtopic as
the topic sentence for
the supporting points
you wish to make.
Generally you will use
3 or less specific
details or examples
supporting each
subtopic.

I love being
challenged.
I
get bored if I am not
challenged.
 I enjoy learning new
things.
 I believe education is
power.
More on The Body
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Each supporting statement should elaborate on
the sub point.
These should make your ideas clear and
convincing.
Just remember you are not only proving the
topic sentence of each paragraph with your
specific examples, but the topic sentence of the
whole paper as well!
Always write in the active (action) voice. It is
much more powerful.
Writing the Conclusion
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The last paragraph is the
easiest.
Begin with a
paraphrasing of your
main point. Do not just
repeat what you said.
Sum up your arguments
and provide a culminating
statement.
Let’s Talk About the Conclusion
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The conclusion is the end
of the journey.
Every essay needs a
strong conclusion.
Now you have completed
your map for your essay.
You have a thesis,
subtopics 1,2,and 3 and a
concluding statement.
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These are just
three of the many
reasons why I love
American History.
Writing the Conclusion
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Emphasize the
importance of your topic
and significance of your
view.
This paragraph needs to
bring closure to your
essay and provide a final
perspective on your topic.
Remember this is the
idea with which you will
leave your reader.
My Favorite Thing
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In conclusion, there are many reasons American
History is my favorite thing. Challenges are
great motivators, especially when you enjoy the
teacher. It is through American History that one
is able to learn about their heritage. These are
just three of the many reasons why American
History will always be one of my favorite things.
Some Final Thoughts
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Check the order of your
paragraphs.
Your strongest argument
should be first, your second
strongest last.
Your weakest argument should
be in the middle. (I love Mrs.
Burton)
Be sure it makes logical sense
Reread and add transition
words to connect your
thoughts smoothly.
On Using the Words of Others
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There are three
ways to use the
words of others
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Summary –
condensation of
the main ideas of
someone else.
Quote – direct
word for word
quote which must
be placed in
quotation marks.
Paraphrase –
retelling of an idea
in different words.
What about DBQs?
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Be sure to read the task carefully before you begin
your plan.
Identify the historical period on which the task is
based.
Brainstorm relevant issues, historical terms, names
or events which are significant to that period of
history.
Read the primary documents. In the margin make
notes to focus your ideas. Highlight important
points.
I love my DBQ
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Only after you understand the task you have
been given can you compose your thesis
statement.
Write your thesis statement.
Identify the three or four sub-topics (logical
arguments) which support your thesis
Recheck the directions to make sure you
have accurately identified the required goal.
Careful with that DBQ
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If the directions say DISCUSS it means “to make
observations about using facts, reasoning, and
argument.”
Show means “to set forth clearly a position or idea
by stating it and giving data to support it.”
Explain means “to give reasons for or causes of; to
show the logical development or relationships of.”
Describe means “to illustrate something in words or
tell about it.”
What is the Next Step?
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Now that you know where you are headed, create your plan, outline,
web.
Be sure to reference the documents as you make the map. This will
save you from haphazardly inserting them later or leaving them out
altogether.
Also support your points with relevant outside information from your
brainstormed list.
Accurate student supplied information will earn points, even without
support from the documents.
The use of the primary documents not supported with outside
information will NOT garner points and should be avoided.
You may need more than three paragraphs to complete the
assignment. Be sure each one has a topic sentence and supporting
details.
Then What?
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Finally write the conclusion
Summarize the subject by
restating the question in a
different way
A conclusion is not necessary,
but it will score extra points if
done properly.
Check your citations (Burton,
2004) or “According to Burton
(2004)”
Finally or
Are We Done Yet?
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Students who received top
scores:
Made analytical and
thematic use of most
documents
Brought in significant
outside information
Made only minor errors that
did not detract from the
knowledgeability of the
essay.
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Students who received
lower scores:
Restated the documents
with little interpretation
Provided little outside
information
Offered no analysis
Had major errors
Simply paraphrased or
restated the question.