discussion #5

Modeule 7 for assignment

This weeks Discussion Post #5 asks students to post 2 PIE body paragraphs and respond to 1 peer’s post by the due date. You decide which specific aspects of the source to focus on. What stood out? Why? This assignment needs to explore 2 aspects of the primary source using PIE paragraph structure for this assignment. To learn more about PIE, see the handout posted in Module 7.

Requirements

MLA style (12 point, Times New Roman font)
2 body paragraphs (9-11 sentences in each paragraph); Select 1 main point for each paragraph and make sure they connect;
Avoid first-person (I, me, my) and second-person pronouns (you, your) in academic writing.
Use quotation marks around titles and quotes. At least 1 quote from
Name the title in the first body paragraph.
Take time to develop ideas and carefully proofread.
No outside sources. (Using outside sources will negatively impact discussion post grade.)
Avoid summary and paraphrasingPIE Paragraph
Example Paragraph
Zinsser builds his emotional connection to student readers with his powerful use of repetition to
describe the bind students often find themselves in: caught between their ideals and their parents need for
security. For example, when Zinsser writes about students desires for straightforward answers, he
stresses that there will be plenty of time to change jobs, change careers, change whole attitudes and
approaches (446). The emphasis in this sentence is on the repetition of the verb change: in fact, the
sentence reminds students that change is inevitable and security is not. He uses repetition again, but this
second time focusing on the noun, security. He writes, They want a map . . . that they can follow
unswervingly to career security, financial security, Social Security, and presumably, a prepaid grave
(446). In the first sentence that really addresses the parental audience, the verb change indicates the
process of movement continually happening. In the second, the repetition of the noun, security reflects
the students desire to hold on to security as an object and can evoke the parents and students sense of a
life with transformative potential, rather than a pre-made script.

The information below is intended to provide instructions for creating body paragraphs needed for course
Discussion Posts. The PIE structure will help students develop more analytical paragraphs.
One way to think about structuring your paragraphs is to use the P.I.E. paragraph structure. Make sure
each of your body paragraphs have the following parts:
P = Point
I = Information
E = Explanation
Point
Make sure your paragraph has a point. Often, the point is the topic sentence (the first sentence of the body
paragraph).
What is the point of this paragraph?
What claim is being made?
What will this paragraph prove or discuss?
Information
After establishing your point, provide information in the form of evidence to support your topic sentence.
Here are types of evidence you might include:
Facts, details, reasons, examples
Statistics, polls, percentages, data from research studies
Information from credible research or course readings
Expert opinions and analysis from experts on the topic
Personal experience or stories from your life or others (mostly used for reflective writing rather
than argumentative)
Explanation
The explanation is the writers analysis, elaboration, evaluation, or interpretation of the point and
information given, connecting the information with the point (topic sentence). Without this step, your
paragraph may be made up solely of someone else’s work. Without this, the reader is left hanging, with no
real idea of why you chose the fact or quote that you used.
Providing an explanation ensures the audience clearly understands the connection between the
paragraphs main point and evidence (quotes).
What does the provided information mean?
How does it relate to your overall argument?
Why is this information important/significant/meaningful?

WRITE MY PAPER

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