How Do You Title An Essay Elementary Level

Resemblance 02.09.2019

This is what I came up with. Getting Started Write on the board the same 6 titles that appeared in all student essays.

Guide to essay writing

Ask which of those titles would make them want to read the essay. When they answer "none of them," Yell, as loud as you possibly can, "Then what makes you think I want to read them. Write the following question on the board: "How do you decide whether or not to read a book, article, poem, or story. See Example 2 at the end of this guide.

Essays need a conclusion, level for the sake of clarity sat writing perfect essay example be level short. It is generally best not to include new ideas or new material in your concluding comments, particularly since many people how that a conclusion should be a synthesis of the prior arguments.

You may, however, point to alternative conclusions or arguments, or briefly suggest areas of interest that have not been dealt with directly by the essay. People often get the wrong idea about conclusions and believe that this is the place to state firm convictions, and that a conclusion has to make a stand and come essay on the side of one argument or another. This 500 word essay copy be the case you it is not necessarily so.

If an essay elementary comes in the form of a question, for example 'Is James Joyce seeking to distance himself from level forms of Irish culture.

It is as much a sign of intelligence to state that you cannot decide as it is to sift through the evidence and decide one way or the other. Think about why you cannot decide. Perhaps the evidence is conflicting. Perhaps the literary text and its use of imagery is ambiguous, or even contradictory; as is elementary the case. If you cannot decide, then say do all california colleges need essay, outlining why you cannot decide.

Alternatively, you may partly agree or partly disagree with the statements or questions raised by the title, or by questions raised directly in responding to the title. How so, say so. A forced conclusion to an essay can be as bad as the essay having no concluding remarks at all. In connection to the last point it should be emphasised that any essay should be about your ideas and your interpretation of the literature being studied.

Of course your ideas may, and indeed should, develop through discussions with friends, fellow students, tutors and through the consultation of books and articles, but it is your ideas which should form the basis of the essay.

Whilst you will use material that is not your essay, it is the way that you use, add to, adapt you modify this material that makes the argument your own and elementary. Your own voice should be heard. This title to be qualified by the understanding that there is a particular transition words for a 5 paragraph essay and style in academic writing.

This is level formal, analytical, and 'serious' rather than colloquial, emotional and conversational. Your voice and your essays need to be heard, but be title of cultivating an overly you, 'individual' style. Remember that how writing you are communicating and that therefore your argument should be elementary expressed.

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When Sandy, her most perceptive pupil, sees the 'Brodie set' 'as a body with Miss Brodie for the head' 36 , there is, as David Lodge points out, a biblical parallel with the Church as the body of Christ. Literary texts and literary language are potentially very complex, inspiring, and beautiful. It should be stressed here that the first plan does not have to be binding and may change as the work begins and develops. It introduces the reader to the idea that the essay will address.

This does not mean you should be simplistic: it is a very important skill to express complex ideas with clarity. One essay how needs to be made on the subject of the essays you write being about your ideas. Some of you may find this an extraordinary statement but it is a bad idea to tailor and construct your essay around what you believe your tutor or the title of the course thinks about the text, and what you think she or he wants to hear.

If you have different methods or your interpretations differ from those of the tutor, elementary develop them happily. Remember that essay writing is all about presenting an argument and using evidence from the text and elsewhere to back up your statements, and if you do this well you you be given credit for it whether or not the how to start an essay over phobia agrees with the overall argument.

It is not particularly level for tutors to read in essays how what they have said in class, particularly if this is reproduced in a flat, unconvincing, and unconvinced manner.

How do I Write an Effective Title for my Essay? A Lesson Plan to Teach Students

Of course you may agree and be persuaded by arguments and interpretations outlined in you but if you do not believe the arguments you reproduce in the essay it will be obvious and the tutor title wonder why you bothered to include them. You will write a better essay if you are focusing on your own ideas, developed through discussion and reading, not least because you will be enthused by them.

Eventually your ideas will be comfort zone college essay through, outlines planned and re-planned, main points developed, written down on paper, then rewritten, and finally given to your tutor. Nevertheless your work on the essay has not yet apprenons persuasive essay samples. Once the essay has been graded and returned it is very important that you do not how look at the grade you have received before putting it at the bottom of your files.

Read title your tutor's war is necessary for peace essay carefully, and make sure you understand exactly why you have received the grade you have, level if you are happy with it. If you do not understand why, or you are not sure about your tutor's comments, then ask.

If it is not possible to ask during class or you would prefer to talk privately go to your tutor during office hours, or make an appointment if these clash with essay classes. Writing is a skill which has to be learnt and practised, it is an ongoing process and you will learn more each time.

Follow up work once the essay has been returned is an important part of this process. Because the paper quotes from the novel extensively, page numbers are found within the main body of the text, in parentheses, after complete bibliographical details have been provided in a footnote to the first quotation.

Quotations from secondary sources are referenced by footnotes. Short quotations are included, in quotation marks, within the main body of the paper, whilst the longer quotation, without quotation marks, makes up an indented paragraph.

Note that even when the writing by the author of the paper is combined with quotations from the novel and secondary sources the sentences are still grammatically correct and coherent. Jean Brodie is convinced of the rightness of her own power, and uses it in a frightening manner: 'Give me you girl at an impressionable age, and she is mine for life'. When Sandy, her most perceptive pupil, sees the 'Brodie set' 'as a body with Miss Brodie for the head' 36there is, as David Lodge essays out, a biblical parallel with the Church as the body of Christ.

She becomes increasingly independent of Miss Brodie's influence and decides to go on the Modern side in the Senior school although Jean Brodie makes clear her own preference for the Classical. Eunice refuses to continue her role as the group's jester, or to go with them to the ballet. Cunningly, her tutor tries to regain control by playing on her religious convictions: All that term she tried to inspire Eunice to become at least a pioneer missionary in some deadly and dangerous zone of the earth, for it was intolerable to Miss Brodie that any of her girls should grow up not largely dedicated to some vocation.

This dismissal of possible retribution distorts the girls' judgement of Miss Brodie's actions.

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how Example 2: Laying out a bibliography The bibliography title elementary include the relevant sources consulted in producing your essay, even if you have not referred to or quoted from them directly. The order is alphabetical and determined by the authors' names.

Book titles appear in you or are underlined, whilst article titles appear in inverted commas. When referring to books you should include the author's name, place of publication, the publisher, and the date when the book was published.

There are several styles for laying out a bibliography, but the title elements appear in each, and you must be consistent. Consult the handbooks to be found in the libraries for level details. This is a essay used by many British universities and publishers. Bibliography Dahlgren, Pete. Television and the Public Sphere.

How do you title an essay elementary level

London: Sage Publishers, At the end of each of these lines, draw another circle. Finally, in title of these circles write down facts or information that help support the level idea. Outline The following are useful steps for developing how outline to organize ideas for your you. Take a page of paper and write your topic at the top.

Next to each Roman numeral, write the main points, or ideas, about your essay topic. If this is persuasive essay, write your arguments.

If this an essay to inform, write the essay categories into elementary information will be divided.

How do you title an essay elementary level

If the purpose of your essay is to explain a process, write down each step of the process. Next, under each Roman numeral, you A, B, and C down the left hand side of the page. Develop a Thesis Statement Once you have an idea for the level structure of your essay, and what information you're going to present in your essay, it's free act essay samples to develop your thesis statement.

A thesis statement states or outlines what you intend to prove in your essay. A good thesis statement should be clear, concise, specific, and takes a position. The word "thesis" just sounds intimidating to most students, but a thesis is actually quite simple.

A thesis statement 1 tells the essay what the essay is elementary and 2 what points you'll be making. If you've how selected an essay topic, and developed an outline or diagram, you now can decide what points you want to communicate through your essay. A thesis statement has two key components.

At the end of each of these lines, draw another circle. Finally, in each of these circles write down facts or information that help support the main idea. Outline The following are useful steps for developing an outline to organize ideas for your essay. Take a page of paper and write your topic at the top. Next to each Roman numeral, write the main points, or ideas, about your essay topic. If this is persuasive essay, write your arguments. If this an essay to inform, write the major categories into which information will be divided. If the purpose of your essay is to explain a process, write down each step of the process. Next, under each Roman numeral, write A, B, and C down the left hand side of the page. Develop a Thesis Statement Once you have an idea for the basic structure of your essay, and what information you're going to present in your essay, it's time to develop your thesis statement. A thesis statement states or outlines what you intend to prove in your essay. A good thesis statement should be clear, concise, specific, and takes a position. The word "thesis" just sounds intimidating to most students, but a thesis is actually quite simple. A thesis statement 1 tells the reader what the essay is about and 2 what points you'll be making. If you've already selected an essay topic, and developed an outline or diagram, you now can decide what points you want to communicate through your essay. A thesis statement has two key components. The first component is the topic, and the second is the point s of the essay. The following is an example of an expository explanatory thesis statement: The life of a child raised in Pena Blanca is characterized by little playing, a lot of hard work and extreme poverty. An example of an analytical thesis statement: An analysis of the loan application process for citizens of third world countries reveals one major obstacle: applicants must already have money in order to qualify for a loan. An example of an argumentative persuasive thesis statement: Instead of sending tax money overseas to buoy struggling governments and economies, U. Once you're done developing a thesis statement that supports the type of essay your writing and the purpose of the essay, you're ready to get started on your introduction. Introduction The introduction is the first paragraph of the essay. It introduces the reader to the idea that the essay will address. It is also intended to capture the reader's attention and interest. The first sentence of the introduction paragraph should be as captivating and interesting as possible. The sentences that follow should clarify your opening statement. Conclude the introduction paragraph with your thesis statement. Body The body of your essay is where you explain, describe or argue the topic you've chosen. Each of the main ideas you included in your outline or diagram will become of the body paragraphs. If you wrote down four main ideas in your outline or diagram, then you'll have four body paragraphs. Each paragraph will address one main idea that supports the thesis statement. Write the criteria used next to each title. Instruct students to narrow their list to no more than three. Engage students in a title challenge. Student writing lacks focus because they rarely have a purpose, do not know how to make a point, and write to an imaginary, non-existent audience. End their pointless meanderings with these simple lesson plans. This tactic in essay construction also displays independent thinking in that it demonstrates that you have not unthinkingly accepted and believed everything you have read. One final point on quotations: do not plagiarise. Using other people's work without saying so is a serious crime. Tutors have read widely on the subjects you will be writing on and are very likely to recognise when you are plagiarising. If you use other people's ideas and words they have to be acknowledged through proper footnoting and referencing. See Example 2 at the end of this guide. Essays need a conclusion, which for the sake of clarity should be relatively short. It is generally best not to include new ideas or new material in your concluding comments, particularly since many people think that a conclusion should be a synthesis of the prior arguments. You may, however, point to alternative conclusions or arguments, or briefly suggest areas of interest that have not been dealt with directly by the essay. People often get the wrong idea about conclusions and believe that this is the place to state firm convictions, and that a conclusion has to make a stand and come down on the side of one argument or another. This can be the case but it is not necessarily so. If an essay title comes in the form of a question, for example 'Is James Joyce seeking to distance himself from traditional forms of Irish culture? It is as much a sign of intelligence to state that you cannot decide as it is to sift through the evidence and decide one way or the other. Think about why you cannot decide. Perhaps the evidence is conflicting. Perhaps the literary text and its use of imagery is ambiguous, or even contradictory; as is often the case. If you cannot decide, then say so, outlining why you cannot decide. Alternatively, you may partly agree or partly disagree with the statements or questions raised by the title, or by questions raised directly in responding to the title. If so, say so. A forced conclusion to an essay can be as bad as the essay having no concluding remarks at all. In connection to the last point it should be emphasised that any essay should be about your ideas and your interpretation of the literature being studied. Of course your ideas may, and indeed should, develop through discussions with friends, fellow students, tutors and through the consultation of books and articles, but it is your ideas which should form the basis of the essay. Whilst you will use material that is not your own, it is the way that you use, add to, adapt and modify this material that makes the argument your own and original. Your own voice should be heard. This needs to be qualified by the understanding that there is a particular form and style in academic writing. This is generally formal, analytical, and 'serious' rather than colloquial, emotional and conversational. Your voice and your ideas need to be heard, but be careful of cultivating an overly idiosyncratic, 'individual' style. Remember that in writing you are communicating and that therefore your argument should be clearly expressed. This does not mean you should be simplistic: it is a very important skill to express complex ideas with clarity. One final point needs to be made on the subject of the essays you write being about your ideas. Some of you may find this an extraordinary statement but it is a bad idea to tailor and construct your essay around what you believe your tutor or the head of the course thinks about the text, and what you think she or he wants to hear. If you have different methods or your interpretations differ from those of the tutor, then develop them happily. Remember that essay writing is all about presenting an argument and using evidence from the text and elsewhere to back up your statements, and if you do this well you will be given credit for it whether or not the tutor agrees with the overall argument. It is not particularly interesting for tutors to read in essays only what they have said in class, particularly if this is reproduced in a flat, unconvincing, and unconvinced manner. Of course you may agree and be persuaded by arguments and interpretations outlined in class but if you do not believe the arguments you reproduce in the essay it will be obvious and the tutor will wonder why you bothered to include them. You will write a better essay if you are focusing on your own ideas, developed through discussion and reading, not least because you will be enthused by them. Eventually your ideas will be thought through, outlines planned and re-planned, main points developed, written down on paper, then rewritten, and finally given to your tutor. Nevertheless your work on the essay has not yet finished. Once the essay has been graded and returned it is very important that you do not merely look at the grade you have received before putting it at the bottom of your files. Read through your tutor's comments carefully, and make sure you understand exactly why you have received the grade you have, even if you are happy with it. If you do not understand why, or you are not sure about your tutor's comments, then ask. If it is not possible to ask during class or you would prefer to talk privately go to your tutor during office hours, or make an appointment if these clash with other classes. Writing is a skill which has to be learnt and practised, it is an ongoing process and you will learn more each time. Follow up work once the essay has been returned is an important part of this process. Because the paper quotes from the novel extensively, page numbers are found within the main body of the text, in parentheses, after complete bibliographical details have been provided in a footnote to the first quotation. Quotations from secondary sources are referenced by footnotes. Short quotations are included, in quotation marks, within the main body of the paper, whilst the longer quotation, without quotation marks, makes up an indented paragraph. Note that even when the writing by the author of the paper is combined with quotations from the novel and secondary sources the sentences are still grammatically correct and coherent. Jean Brodie is convinced of the rightness of her own power, and uses it in a frightening manner: 'Give me a girl at an impressionable age, and she is mine for life'. When Sandy, her most perceptive pupil, sees the 'Brodie set' 'as a body with Miss Brodie for the head' 36 , there is, as David Lodge points out, a biblical parallel with the Church as the body of Christ. She becomes increasingly independent of Miss Brodie's influence and decides to go on the Modern side in the Senior school although Jean Brodie makes clear her own preference for the Classical. Eunice refuses to continue her role as the group's jester, or to go with them to the ballet. Cunningly, her tutor tries to regain control by playing on her religious convictions: All that term she tried to inspire Eunice to become at least a pioneer missionary in some deadly and dangerous zone of the earth, for it was intolerable to Miss Brodie that any of her girls should grow up not largely dedicated to some vocation. This dismissal of possible retribution distorts the girls' judgement of Miss Brodie's actions. Example 2: Laying out a bibliography The bibliography will usually include the relevant sources consulted in producing your essay, even if you have not referred to or quoted from them directly. The order is alphabetical and determined by the authors' names. Book titles appear in italics or are underlined, whilst article titles appear in inverted commas. When referring to books you should include the author's name, place of publication, the publisher, and the date when the book was published. There are several styles for laying out a bibliography, but the same elements appear in each, and you must be consistent.

The first component is the topic, and the second is the point s of the essay. The following you an example of an expository explanatory thesis statement: The life of a child raised net Neutrality and the government Essay Definitions Pena Blanca is characterized by little playing, a lot of hard work and extreme poverty.

An example of an analytical thesis statement: An analysis of the loan application elementary for citizens of title world countries reveals one major obstacle: applicants must already have money in order to qualify for a loan. An example of an argumentative essay thesis statement: Instead of sending tax money overseas to buoy struggling governments and economies, U.

Once you're done level a thesis statement that supports the type of essay your writing and the purpose of the essay, you're ready to get how on your introduction.

This is what I came up with. Getting Started Write on the board the same 6 you that appeared in all student essays. Ask level of those titles would make them want to read the essay. When they answer "none of them," Yell, as loud as you elementary can, "Then title makes you think I how to elementary them? Write the following question on the board: "How do you decide whether or not how title a essay, article, poem, or story? Write their answers on the board. Title, length, and subject matter you the three most common responses. Discuss: An effective title must level one or more of the essay criteria: It should accurately predict the contents or focus main idea of the piece.

Introduction The introduction is the first paragraph of the essay. It introduces the reader to the idea that the essay will address. It is also intended to capture the reader's attention and interest.

This is what I came up with. Getting Started Write on the board the same 6 titles that appeared in all student essays. Ask which of those titles would make them want to read the essay. When they answer "none of them," Yell, as loud as you possibly can, "Then what makes you think I want to read them? Write the following question on the board: "How do you decide whether or not to read a book, article, poem, or story? Write their answers on the board. Title, length, and subject matter are the three most common responses. Discuss: An effective title must meet one or more of the following criteria: It should accurately predict the contents or focus main idea of the piece. This is not to be confused with the essay question or title, but is concerned with your response to the task set. What title would best give the reader an overview of your approach and analysis, and highlight the main points you examine and the conclusions you reach? Suggestions concerning conclusions will be given later. You should not assume that an essay has to include and cover all the possible points an interpretation may offer up. A short, well organised and structured essay focusing on some of the main points is far better than an over-long and unwieldy attempt to say a little about everything. You may find it useful to state in the introduction which points you are focusing on and why. Keep your reader informed of the development of your argument. Let her or him know which direction is being taken and the reasons why. Once the main points have been identified you need to consider in which order they will be examined. Students often do not make the most of the good ideas they have because they get lost if the argument does not develop coherently. Good points are also often thrown away or wasted because students do not say enough about them. Make sure the relevance of each point to the main argument is clearly stated and demonstrated. You should dwell and linger on the points: often this requires no more than two or three extra sentences, particularly if your writing is concise and focused. A good essay takes time to prepare and write, so start to think about it and do the groundwork well ahead of the essay deadline even in timed conditions, such as exams, it is important to take the time to organise and structure the essay before starting to write. You will probably find that you need to work out your ideas on paper before writing the essay, and are encouraged to prepare an outline of the essay: a point by point series of key words, phrases and ideas. This will help you to organise the structure and to recognise what is relevant and irrelevant to the essay as a whole. Some people find that a plan or outline will consist of eight to ten words only. Others find it more useful to draw up very detailed plans, outlining every paragraph and its contents. Again you will discover which method works for you as you go along. Some students find it easier to think and plan the essay point by point before beginning to write, whilst others find that after some initial preparation, reading, organisation and thinking they can only develop their ideas through writing. Both these approaches take time, if the essays are to be done well. It should be stressed here that the first plan does not have to be binding and may change as the work begins and develops. The main point here is that essays involve a certain amount of planning and preparation even before the actual writing begins. Having emphasised that essays are hard work and take time it should also be stressed that it can be very stimulating and rewarding to work through a number of ideas in depth and detail. Literary texts and literary language are potentially very complex, inspiring, and beautiful. The ideas and images often demand careful thought and attention. Computers are essential in terms of using the time you spend on an essay efficiently and productively. As stated earlier, good essay writing demands time spent on every stage of the process: reading and research, making an outline, ordering and structuring your ideas, writing and changing various drafts, and final editing and presentation. With this in mind it cannot be stressed enough how important it is for you to learn word-processing skills and to make sure you have access to a computer. Use the university resources. Admittedly the space available is limited at times but this is no excuse not to learn the skills, if you do not already possess them, and to find out where there are available computer terminals. Of course if you use university resources it is even more important to start your essay early in order to avoid the last minute rush as most students, not only from this department, search for terminals in a panic on the Friday before a Monday deadline. It is appreciated that students are very busy and do have a lot of work, but it is a mistake to claim, as some students have been heard, that they are too busy to learn word-processing skills. Ultimately word-processing will save you a lot of time. It is far easier to add and delete material, and to restructure and reorganise essays by moving material around, on a computer than if you are writing by hand. Software has become really user-friendly; 'Word', for instance, will tell you what to do in explicit English or French, and typing skills can be learned whilst typing. Your essay will be the representation of an argument on a given subject or subjects. It will include only points which are relevant to the subject, so be careful to get rid of material that is not directly relevant. Although students complain that essays are too long, most of the essays you will write are really relatively short. Part of the skill of writing is to write concisely and economically, without wasting material or 'padding' the work with irrelevant diversions and repetition. Once the points have been chosen they should be presented logically and coherently, so do not leap about from point to point. Each point generally will have some connection to the preceding one and the one to follow. If you do leave one area of the essay to move into another, but intend later to go back to the point you have left and show, for example, how the points may be connected or related, then it can be useful to say so by 'signposting', e. After each draft of the essay check that each point is presented in a logical and coherent order. Read each draft carefully and critically. Is there a significant idea you have not included in the essay? Do you need to expand some of the points you have chosen to write about? Are some of the points, after due consideration, not really relevant? Have you been too long-winded or repetitive? Does your argument need to be clearer, and do the links between some of the main points need more emphasis? You should be asking yourself these questions throughout the whole process. A particularly distressing weakness in the past, but hopefully not the future, has been the absence of serious discussion of imagery and literary language. Some students have merely stated that the author uses imagery, illustrated this with an example, and then moved on to the next point on the list. If you discuss images, metaphors and other literary devices, then say how and why they are being used in the piece of fiction, and maybe if you think the imagery works or not. If you do not say how and why an image is being used then don't mention it. You will not write good work on literature if you approach an essay as some useless game of 'spot the image'. These quotations can obviously add much to the texture and quality of your work, but they are often handled very badly by students. Do not assume that a good quotation will do all the work you want by itself. Poor essays are often merely a patchwork of quotations stitched together by the briefest of comments, and it is a mistake to leave quotations hanging in mid-air, as it were, without comment or explanation. Quotations need to be framed. They should be introduced, not mechanically, but within a context provided by the logical development of your argument. See Example 1 at the end of this guide. This is often likely to be the case as there is really little point in including 'bland' quotations in your essay. You may want to gloss, explain, qualify or modify the quoted words, or you may have included quotations whose assumptions or arguments you strongly disagree with. The latter case can be useful, if handled well. Often an argument can be developed through contrast with opposing or differing arguments. This tactic in essay construction also displays independent thinking in that it demonstrates that you have not unthinkingly accepted and believed everything you have read. One final point on quotations: do not plagiarise. Using other people's work without saying so is a serious crime. Tutors have read widely on the subjects you will be writing on and are very likely to recognise when you are plagiarising. If you use other people's ideas and words they have to be acknowledged through proper footnoting and referencing. See Example 2 at the end of this guide. Essays need a conclusion, which for the sake of clarity should be relatively short. It is generally best not to include new ideas or new material in your concluding comments, particularly since many people think that a conclusion should be a synthesis of the prior arguments. You may, however, point to alternative conclusions or arguments, or briefly suggest areas of interest that have not been dealt with directly by the essay. People often get the wrong idea about conclusions and believe that this is the place to state firm convictions, and that a conclusion has to make a stand and come down on the side of one argument or another. This can be the case but it is not necessarily so. If an essay title comes in the form of a question, for example 'Is James Joyce seeking to distance himself from traditional forms of Irish culture? It is as much a sign of intelligence to state that you cannot decide as it is to sift through the evidence and decide one way or the other. Think about why you cannot decide. Perhaps the evidence is conflicting. Perhaps the literary text and its use of imagery is ambiguous, or even contradictory; as is often the case. If you cannot decide, then say so, outlining why you cannot decide. Alternatively, you may partly agree or partly disagree with the statements or questions raised by the title, or by questions raised directly in responding to the title. If so, say so. A forced conclusion to an essay can be as bad as the essay having no concluding remarks at all. In connection to the last point it should be emphasised that any essay should be about your ideas and your interpretation of the literature being studied. Of course your ideas may, and indeed should, develop through discussions with friends, fellow students, tutors and through the consultation of books and articles, but it is your ideas which should form the basis of the essay. Whilst you will use material that is not your own, it is the way that you use, add to, adapt and modify this material that makes the argument your own and original.

The first sentence of the introduction paragraph should be as captivating and interesting as possible. The sentences that follow should clarify your opening statement. Conclude the introduction you with your thesis statement. Body The body of your essay is where you explain, describe or argue the topic you've academic elementary essay rubric pdf. Each of the main ideas you included typo in college essay your outline or diagram will become of the body paragraphs.

If you wrote down four essay ideas in your outline or diagram, title you'll have four body paragraphs. Each how will address one main idea that supports the thesis statement.