Title: Drafting a Research Paper
Course: Question Banks

Q: Why is it important to have a structured essay? Choose the answer that makes the most sense.
- Essays require structures and scaffolding so that they will not fall down. (Incorrect. While you certainly don’t want your essay to collapse because it doesn’t have enough information, this choice seems as if the essay itself is a building. This is a good analogy, but it is not the correct choice.)
- Structured essays are easier to write because they have a prescribed format, like a recipe that never changes. (Incorrect. Structured essays often do have a prescriptive format, but the recipe can change. There is flexibility in how you structure your essay.)
- Essays that incorporate structure focus on grammatical structures and sentence structure, making them easier to read. (Incorrect. While grammar and sentence structure certainly help to provide clarity, these are not the structures to which this question refers.)
- Structured essays offer organization for readers; readers anticipate different organizational patterns based on the purpose of the writing. (Correct. When you, as a writer, recognize that there are different principles of structure for essay writing, you will help your reader to experience an organized essay. Readers who can anticipate the organizational structure of an essay can become more easily engaged in the essay’s content.)
A: Structured essays offer organization for readers; readers anticipate different organizational patterns based on the purpose of the writing.

Q: Prof. Robinson has assigned Kira to write an organic rhetorical essay. What organizational steps can Kira consider when writing such an essay?
- Kira should find a rhetorical question, and then use that question as a basis for her essay. (Incorrect. Rhetorical questions, or questions often left answered only in one’s mind, are not related to this type of rhetoric.)
- Kira could create her structured paper by paying attention to details like sentence structure, ensuring that the essay has strong sentence variety. (Incorrect. While sentence variety is a shared element of essays and arguments, this area is not an organizational component.)
- Kira should write the common five-paragraph essay on the topic of organic foods. (Incorrect. There are two problems with this choice. First, an organic essay differs from the common five-paragraph essay assignment. Second, the word “organic” in the term “organic foods” differs from an organic (natural-flowing) essay.)
- Kira can look to discover the purpose of writing her essay, and then use an organizational system to provide readers with a style (compare/contrast, cause/effect, etc.) that correlates to that purpose. (Correct. If Kira were to first identify the purpose for writing the argument/essay, and then use that purpose to select a related rhetorical mode, Kira’s essay would have a strong start.)
A: Kira can look to discover the purpose of writing her essay, and then use an organizational system to provide readers with a style (compare/contrast, cause/effect, etc.) that correlates to that purpose.

Q: Which of the following statements about freewriting is NOT accurate?
- Freewriting can help new ideas emerge. (Incorrect. This choice is an accurate statement on freewriting. Freewriting, or writing nonstop for a limited amount of time, is an effective strategy to help new ideas emerge.)
- Freewriting occurs when you keep your hand moving, even if you only write the same item repeatedly. (Incorrect. This choice is an accurate statement on freewriting. Freewriting often includes repetitive writing to help get the words flowing.)
- Freewriting helps writers to develop strong writing habits. (Incorrect. This choice is an accurate statement about freewriting. Freewriting will help writers to develop strong habits, for freewriting is one method of practicing writing.)
- Freewriting should not be used when writers get stuck. (Correct. This statement is not accurate. Freewriting is an effective tool to use when you get stuck.)
A: Freewriting should not be used when writers get stuck.

Q: In what scenario would a writer be least likely to employ prewriting techniques, such as freewriting or brainstorming, in their writing process?
- If they're preparing carefully. (Incorrect. A writer who takes the time to prepare for a writing assignment might use prewriting techniques, such as freewriting or brainstorming to get ready to write.)
- If they're trying new writing techniques. (Incorrect. : A writer who tries new writing techniques for a writing assignment might use prewriting techniques, such as freewriting or brainstorming to model the new writing strategy.)
- If they're clustering, or breaking the writing up into separate parts. (Incorrect. A writer who breaks their assignment up into separate parts might freewrite or brainstorm multiple times in their writing process. Each time, they might be able to use these strategies to determine how to start writing.)
- If they're rushing through the writing. (Correct. Out of these scenarios, it is unlikely that someone who rushed through the writing would take the time to prewrite or brainstorm.)
A: If they're rushing through the writing.

Q: During class, Prof. Klotz offers students class time to get started on their group writing projects. The prompt is to write about a topic that they’ve never explored before. Which group from the list below shows evidence of creating an effective use of their initial prewriting time?
- The group that is writing a paragraph through the use of freewriting, by discussing items that are free or no-cost. (Incorrect. Freewriting connects to the word “free” in the sense that you write freely and continuously, not in the sense that you’re writing about no-cost items.)
- The group that is avoiding the project because they don’t know what to write. One group member suggested just writing “I don’t know what to write” over and over again, but the group was hesitant to believe that method would work. (Incorrect. Freewriting and brainstorming can be utilized in the planning stages, helping you, as a writer, to get ready to write. Even if you don’t know where to start, writing “I’m not sure” or “I don’t know what to write” over and over again could lead you to writing something else down. The important idea is that you’re physically writing.)
- The group that is focusing on critiquing each other’s writing, finding errors to avoid along the way. (Incorrect. It’s important not to focus on editing and revising in the brainstorming and freewriting phases.)
- The group that is focusing on getting started through the use of freewriting, by writing a list of items that they are curious about exploring. (Correct. Prewriting techniques like brainstorming often start with listing items, helping writers to narrow in on a topic.)
A: The group that is focusing on getting started through the use of freewriting, by writing a list of items that they are curious about exploring.

Q: Which of the following students is best positioned to focus on drafting?
- Kylie, who is posting updates on social media each time she writes a new paragraph. (Incorrect. While Kylie’s posts could be encouraging, they will likely be distracting. Kylie would likely better be able to more efficiently focus on drafting if she abstained from social media during the drafting process.)
- Albert, who is beginning preliminary research. (Incorrect. Albert isn’t yet in the drafting stage. Preliminary research precedes drafting.)
- Petra, who is brainstorming while taking her dog on a walk. (Incorrect. Petra needs to finish brainstorming before drafting. It would also be quite difficult to walk the dog while drafting! Perhaps Petra could ensure her dog has had his walk before she gets to the drafting stage, as drafting is best completed uninterrupted.)
- Julio, who has turned off his phone, allowing him to concentrate. (Correct. By turning of the phone, Julio can concentrate on the drafting stage. Drafting can often take place effectively and efficiently in a quiet, uninterrupted environment.)
A: Julio, who has turned off his phone, allowing him to concentrate.

Q: Prof. Quito wants the class to draft .....
- while multitasking to ensure that the paper’s content varies. (Incorrect. The class should concentrate while drafting. It’s important to try to focus on drafting rather than multitasking on other activities while drafting.)
- from the beginning, because it is never a good idea to start in the body paragraphs of a research paper. (Incorrect. The opposite is more often true. Even if class members, as writers, have a good hold on the topic, they probably shouldn’t start writing at the beginning. Instead, they should develop support first, and then go back to the introduction and conclusion to write material that brings it all together in a cohesive manner.)
- without finding preliminary sources. (Incorrect. A writer who hasn’t found preliminary sources is not ready for the drafting stage. Such a writer would still be in the prewriting stage of the writing process.)
- quickly, so that they will be less likely to focus on their inner critic. (Correct. Fast-drafting is an effective method for drafting. This strategy asks writers to write quickly, thereby leaving less time to focus on what was done right or wrong along the way.)
A: quickly, so that they will be less likely to focus on their inner critic.

Q: Maribel has been prewriting for an upcoming research paper for days. Currently, she has a list of quotes and paraphrases that she would like to use in a document saved to her computer. What drafting strategy might Maribel use to get started?
- Maribel should start writing quickly, ignoring the sources as those were only needed in the preliminary research stage. (Incorrect. While fast-drafting, or writing quickly, is a strategy that can help writers get started with composing, it is important to recognize that sources should be used throughout the whole writing process. Writers can find them in the preliminary research stage, integrate them in the drafting stage, and verify them while revising, for instance.)
- Maribel should begin the revision stage. She already has the bulk of her paper complete. (Incorrect. Maribel hasn’t yet written paragraphs around her quotes and paraphrases. She still has drafting to do before she gets further along in the writing process.)
- Maribel might employ inside-out drafting, a strategy that occurs when wearing clothing inside-out. (Incorrect. While inside-out drafting is a drafting strategy, it is not related to wearing clothes inside-out. This strategy might be a second step for Maribel, but it is not the natural first step for her current prewriting content.)
- Maribel could use the connect-the-dots strategy, writing transitions and other material to join all of the evidence together. (Correct. This strategy would work well for Maribel since she has the source work completed. By finding connections and joining the material together, Maribel will start to create a cohesive draft.)
A: Maribel could use the connect-the-dots strategy, writing transitions and other material to join all of the evidence together.

Q: Jasmine completed research on a topic and now has a different opinion that she’d like to argue in her essay. Which of the following is true?
- As long as she hasn’t written a working thesis statement with her original point, she can argue a different opinion. (Incorrect. A working thesis statement is supposed to be changed throughout the writing process.)
- She cannot change her argument once she starts researching; she’ll have to continue with the original stance. (Incorrect. Research provides more information for her to make a more educated decision.)
- She’ll have to use a thesis statement for the original opinion, but she can then use the research to argue her new stance. (Incorrect. The information used in the body section must match the stance of the thesis statement in order to be used as support.)
- She can argue the opposite of her original point; it’s okay to change your mind on a topic after researching. (Correct. It’s common to make some adjustments as you learn more about the topic.)
A: She can argue the opposite of her original point; it’s okay to change your mind on a topic after researching.

Q: Which of the following statements is NOT true about a working thesis statement?
- A working thesis statement is a first pass at an answer to your research question. (Incorrect. This is a true statement since you can make changes as you learn more about the topic.)
- Having a working thesis statement keeps you from wandering too far off course. (Incorrect. A working thesis statement provides focus during your research and writing process.)
- You should keep your working thesis statement open-ended enough that it doesn’t pre-determine your findings. (Incorrect. This is a good suggestion so you can develop the thesis statement as you complete research.)
- A working thesis statement is a final, polished statement that should appear in your completed paper. (Correct. A working thesis statement can be changed throughout the writing process.)
A: A working thesis statement is a final, polished statement that should appear in your completed paper.

Q: Which of the following is true about a strong thesis statement?
- A strong thesis statement should simply declare your subject or describe what you are about to discuss. (Incorrect. The topic is helpful, but it should be expanded in the thesis statement.)
- A thesis statement shouldn’t include all important details; save some of the most important details for the conclusion. (Incorrect. The thesis statement isn’t a teaser -- it should essentially summarize your main points in 1-2 sentences.)
- A strong thesis statement needs to make an outrageous claim and/or insult the opposing side. (Incorrect. The thesis statement should be well-researched and use an academic tone.)
- A strong thesis statement needs to express one main idea. (Correct. Too many ideas in the thesis statement can result in an unfocused essay.)
A: A strong thesis statement needs to express one main idea.

Q: Landon has written the following thesis statement: "There are both positive and negative effects for young children who play contact sports." What makes this a weak thesis statement?
- His topic is too argumentative and could result in backlash. (Incorrect. The topic should have multiple views, and it’s good to engage in conversation with opposing views.)
- The effects are irrelevant and not worth discussing in an essay. (Incorrect. This topic and the effects are worthwhile and provide a good framework for an argument essay.)
- The thesis statement should present a question to the reader. (Incorrect. The thesis statement needs to make a statement and should not be written in a question form.)
- This thesis statement is more informative than persuasive. (Correct. Landon’s stance on this issue isn’t clear in this thesis statement.)
A: This thesis statement is more informative than persuasive.

Q: Which of the following is NOT a quality to consider when writing thesis statements?
- Whether it is assertive enough (Incorrect. It’s important to have an assertive tone in your thesis statement to make a firm stance.)
- Whether it is precise enough (Incorrect. Thesis statements should remain focused and not explore too many topics.)
- Whether it is well substantiated (Incorrect. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion.)
- Whether it's long enough (Correct. There is no specific word count necessary for a thesis statement.)
A: Whether it's long enough

Q: Which of the following is NOT an effective strategy for developing a thesis statement?
- Identify and replace all nonspecific words with more precise words. (Incorrect. This is an effective strategy that allows you to remain focused and avoid any vagueness.)
- Omit any general claims that are hard to support. (Incorrect. Making more specific claims focuses the research and your stance.)
- Clarify ideas that need explanation by asking questions that narrow your thesis. (Incorrect. Narrowing the topic can be an effective strategy for developing a thesis statement.)
- Replace action verbs with linking verbs. (Correct. The opposite of this is an effective strategy -- replace LINKING verbs with ACTION verbs.)
A: Replace action verbs with linking verbs.

Q: Haruto has a working thesis statement, but he’s struggling to develop it further. What suggestion would be helpful in this case?
- A working thesis statement should not be changed and should appear in the final essay. (Incorrect. The working thesis statement is designed to be revised throughout the writing process.)
- Use a tried-and-true formula since that results in a developed thesis statement every time. (Incorrect. Unfortunately, no tried-and-true formula exists for developing a thesis statement.)
- Restate the thesis statement as a question and leave that for the final essay. (Incorrect. The thesis statement should not be written in question form.)
- Ask questions about the thesis statement and then examine the answers to those questions (Correct. Asking questions allows you to explore new options or aspects to the topic.)
A: Ask questions about the thesis statement and then examine the answers to those questions

Q: Which of the following is NOT a reason to ask questions when developing your thesis statement?
- To challenge your own ideas (Incorrect. This is a good reason that might result in a new viewpoint that can develop your thesis statement.)
- To form definite reasons for your stance (Incorrect. If your answers are firm, then you can feel confident in your writing about the topic.)
- To provide a more precise point of view (Incorrect. As you ask questions, you can continue to form your opinion because you’ll consider multiple aspects.)
- To replace the statement with a question (Correct. The thesis statement should not be written in question form.)
A: To replace the statement with a question

Q: Alan is writing a research paper on Nigerian author Chinua Achebe’s novel Things Fall Apart for his World Literature class. In his essay, he argues the Igbo people represented in the book are less enlightened than Americans. What is the best feedback you can give Alan about his argument?
- “The word 'enlightened' is descriptive and works well in your thesis.” (Incorrect. The word “savage” is racially coded and offensive.)
- “Bring in quotes from the Constitution to support your claims about Americans.” (Incorrect. The King James Bible is a culturally-specific text that will not help Alan develop a nuanced, complex understanding of the Igbo people represented in the novel.)
- “Explain how American democracy is superior to the Igbo laws.” (Incorrect. Assuming and arguing that one worldview is superior to another represents an ethnocentric worldview.)
- “You should revise your thesis to avoid ethnocentrism.” (Correct. Alan’s thesis uses offensive, racially coded language and implies that the American way of life is superior to that of the Igbo. It does not show an appreciation and respect for Igbo culture, or an understanding of the Igbo characters in the book as complex, nuanced individuals.)
A: “You should revise your thesis to avoid ethnocentrism.”

Q: Which of the following is most likely to be considered an example of ethnocentrism?
- Pablo, who comes from Peru, prefers Mediterranean food to Japanese food. (Incorrect. This is more a matter of taste than of ethnocentrism. Pablo isn't judging these foods according to the standards of his own culture, which would be the case, for instance, if he thought that eating raw fish in sushi was "unnatural.")
- Joe, who is from the United States, prefers greeting people with a fist bump because he finds handshakes unhygienic. (Incorrect. Joe is not applying his own culture or ethnicity as a frame of reference.)
- Aleyna, who is from Lebanon, likes to watch video game walkthroughs on YouTube. (Incorrect. It's hard to see how this would be ethnocentrism, since it doesn't involve applying one's own culture or ethnicity as a frame of reference.)
- Hilde, who is visiting China from Norway, remarks that people in China "seem to have no idea of personal space" on public transportation. (Correct! Hilde is judging the idea of "personal space" according to her own cultural norms.)
A: Hilde, who is visiting China from Norway, remarks that people in China "seem to have no idea of personal space" on public transportation.

Q: Which of the following uses language in unequal ways, and therefore is NOT an example of writing with equity?
- "The exhibit asks important questions about language, place, and identity." (Incorrect. This isn't an example of using language in unequal ways.)
- "One of the most powerful pieces in the exhibit is a textile sculpture by Judith Scott." (Incorrect. This isn't an example of using language in unequal ways.)
- "The exhibit is a must-see for anyone interested in the various ways we negotiate space and place in the contemporary world." (Incorrect. This isn't an example of using language in unequal ways.)
- "The exhibit features many great female artists, such as the photographer Cindy Sherman and the Venezuelan-American painter Luchita Hurtado” (Correct! Using the nationality of Hurtado but not Sherman is an example of unequal language.)
A: "The exhibit features many great female artists, such as the photographer Cindy Sherman and the Venezuelan-American painter Luchita Hurtado”

Q: You are writing a research paper about the problem of homelessness in Los Angeles. Which of the following is most important to keep in mind about the language you use to describe people affected by the problem in your essay?
- It is shorter and more to the point to use the term “homeless” to refer to an unsheltered person. (Incorrect. Brevity in academic writing is less important than specificity, especially when it comes to inclusive language used to describe people.)
- Most homeless people are mentally ill, so you can use the terms “homeless” and “mentally ill” interchangeably in your paper. (Incorrect. To write inclusively, you must avoid painting populations in broad strokes that fail to account for their differences. Moreover, the terms “homeless” and “mentally ill” are overarching, reducing people to one characteristic or facet of their identity. People First Language might be more appropriate to use in this paper.)
- Many homeless people are minorities, so you can use the terms “homeless” and “minorities” interchangeably in your paper (Incorrect. To write inclusively, you must avoid painting populations in broad strokes that fail to account for their differences. Moreover, the terms “homeless” and “minorities” are overarching, reducing people to one characteristic or facet of their identity.)
- People experiencing homelessness are diverse and can not easily be lumped into a single category. (Correct. Use language that accounts for the differences, as well as similarities, between the population your essay addresses.)
A: People experiencing homelessness are diverse and can not easily be lumped into a single category.

Q: Juan is writing an essay about unemployment during the Covid-19 pandemic. His professor suggests he consider how intersectionality applies to his topic. In other words, Juan should:
- Think about how many Black people are unemployed v. white people as a result of Covid-19. (Addressing basic demographic differences amongst the unemployed would not necessarily take into account their intersectional identities.)
- Consider how people’s choices to work hard or not affect their employability during Covid-19. (Incorrect. Intersectionality refers to the overlapping identity categories that help determine a person’s opportunities and choices regarding their labor.)
- Consider how many unemployed people identify as racial, ethnic, or religious minorities. (Incorrect. Gathering quantitative data regarding the demographics of the unemployed wouldn’t necessarily give Juan the tools he needs to consider their intersectional identities.)
- Consider how unemployment corresponds to interlocking systems of discrimination related to race, class, gender, sexuality, ability, and religion. (Correct. Intersectionality is a framework for understanding how people face interlocking forms of oppression based on their complex identities.)
A: Consider how unemployment corresponds to interlocking systems of discrimination related to race, class, gender, sexuality, ability, and religion.

Q: What is the best feedback you could provide to the writer of the following sentences: “Society today increasingly values diversity and inclusion. We must strive to understand and appreciate one another for all that we are. He who does not recognize the rich fabric of his neighbors’ identities will fail to understand the complexities of his community, nation, and world.”
- “You should refer more specifically to identity categories: race, class, gender.” (Incorrect. Inclusive language is often specific. However, more specificity in terms of identity categories is not necessarily needed in these sentences. There is another, more important change that could be made to ensure that the text is inclusive.)
- “You should explain which society you are talking about.” (Incorrect. Inclusive language is often specific. However, more specificity in terms of society is not necessarily needed in these sentences. There is another, more important change that could be made to support the writer’s argument.)
- “Your use of ‘we’ fails to account for differences between you and your reader.” (Incorrect. The universal “we” can risk alienating your reader, especially if you relate it to an identity category (e.g. “We Americans” or “We Christians”). However, there is another, more meaningful change that could be made to these sentences.)
- “Your use of he/him as universal pronouns undermines your point.” (Correct. Using “he” as a gender neutral pronoun is an outdated practice that does not support gender inclusivity.)
A: “Your use of he/him as universal pronouns undermines your point.”

Q: Which of the following is NOT a successful strategy for writing introductions?
- Raise a question or series of questions. (Incorrect. This is a good strategy that can capture your reader’s attention.)
- Open with a striking mental image. (Incorrect. This strategy can grab your reader’s attention and motivate him/her to continue reading.)
- Begin by quoting an expert on the respective topic or an inspirational individual. (Incorrect. This strategy is successful to give credibility and establish context.)
- Start the introduction paragraph with the thesis statement. (Correct. The thesis statement is found at the end of the introduction paragraph.)
A: Start the introduction paragraph with the thesis statement.

Q: After you complete your research, you discover that the opposite of an expected condition is actually true. You want to use this information to grab your readers in your introduction -- which strategy will you use?
- Mind-mapping (organizing your ideas spatially on the page) (Incorrect. This is an effective prewriting strategy, but not a strategy for writing introductions.)
- Freewriting / Looping (writing what's on your mind without engaging your inner censor) (Incorrect. This strategy for prewriting doesn’t describe this strategy for writing introductions.)
- Pros and Cons (outlining arguments for and against) (Incorrect. These might be helpful when drafting, but it isn’t the name of the strategy used to write introductions.)
- Set the table / turn the tables (establishing a status quo condition, then overturning it) (Correct. Setting the table lays out the expected condition, and turning the table switches what readers believe about it.)
A: Set the table / turn the tables (establishing a status quo condition, then overturning it)

Q: Which of the following statements is NOT true about introductions?
- The introduction should include the central issue of the paper. (Incorrect. This is true, as the introduction should highlight the main claims.)
- The introduction tells what the reader should understand about your topic and your perspective. (Incorrect. The additional information gives context and background that helps your reader when reading the essay.)
- The introduction tells the reader what to expect and what to look for in your essay. (Incorrect. This is a true statement, as the introduction can provide a guide for the information to follow.)
- The thesis statement should be found at the very beginning of the introduction paragraph. (Correct. The thesis statement should come at the end of the introduction paragraph.)
A: The thesis statement should be found at the very beginning of the introduction paragraph.

Q: Which of the following is NOT a goal when writing a conclusion?
- To make a final declaration on the benefit and consequence of discussing the topic in the way you have (Incorrect. This is a goal so that you can continue the conversation outside of this essay.)
- To allow others to recognize your interpretation as a valuable contribution to the ongoing scholarly conversation (Incorrect. It’s important to insert your voice in the ongoing conversation, so this is a goal of the conclusion paragraph.)
- To invite others to discuss and debate this subject with you (Incorrect. You want others to engage in discussion with you about this topic, so it would be important to establish this in the conclusion.)
- To establish your reading as the “right” and “only” reading of the text (Correct. You want to open the conversation, and this choice wouldn’t encourage discussion.)
A: To establish your reading as the “right” and “only” reading of the text

Q: Which of the following is an effective strategy for writing a conclusion?
- Use phrases such as “in conclusion,” or “in summary” to signal the shift from body section to conclusion. (Incorrect. These phrases are trite, and this signal can be made in more nuanced ways.)
- Use emotional or personal appeals since that establishes a critical tone necessary for the ending. (Incorrect. You want to invite others to engage in further conversation after reading your essay.)
- Introduce new information or ideas in the conclusion that should have been included in the body of the paper. (Incorrect. All new information should be in the body section and not introduced in the conclusion.)
- Rephrase your thesis statement rather than restating it exactly as it appears in the introduction. (Correct. Rewriting the thesis statement is a good way to link to the introduction while also synthesizing new information.)
A: Rephrase your thesis statement rather than restating it exactly as it appears in the introduction.

Q: Priya is struggling to write her conclusion. While there isn’t a set formula to follow, which set of steps is a good strategy to get started?
- Cut and paste the thesis statement and the topic sentence from each body paragraph to create a conclusion paragraph. (Incorrect. These steps wouldn’t result in a conclusion that contains a synthesis of your original ideas with new information.)
- Continue the argument started in the body section, introduce new ideas, add outside sources for support (Incorrect. No new ideas should be introduced in the conclusion paragraph.)
- Revise the information from the introduction paragraph, give additional background information, end with the thesis statement. (Incorrect. The conclusion paragraph is very different from the introduction paragraph and shouldn’t restate that background information or overview of the topic.)
- Paraphrase main ideas from each paragraph, tie ideas back to the thesis statement, close with a call to action to readers. (Correct. This is a good way to make sure that you have covered the main ideas.)
A: Paraphrase main ideas from each paragraph, tie ideas back to the thesis statement, close with a call to action to readers.

Q: You are peer reviewing John’s paper and notice that he has the following elements in his body paragraphs. Which of the following will you tell him is NOT an element of effective body paragraphs?
- Topic sentence (Incorrect. An effective body paragraph begins with a topic sentence.)
- Supporting details / Research (Incorrect. Supporting details and research are found within each body paragraph to develop further.)
- Transition sentence (Incorrect. Transition sentences connect ideas and improve flow in effective body paragraphs.)
- Thesis statement (Correct. The thesis statement is found at the end of the introduction paragraph, not within the body paragraphs.)
A: Thesis statement

Q: You participate in peer review, and the feedback you receive is that you should try reading the essay aloud. How would that suggestion help you revise transitions specifically?
- Read slowly to find sentence-level errors like punctuation and capitalization. (Incorrect. This is a benefit from reading aloud, but it doesn’t relate specifically to transitions.)
- Listen for too many quotes from an outside source. (Incorrect. Transitions are made as you move from one idea to the next, and the number of quotes doesn’t affect the flow.)
- Slow down to make sure that the thesis statement is focused. (Incorrect. Transitions connect ideas, while the thesis statement provides focus.)
- Listen for a smooth flow of your ideas to make sure that the relationships between the ideas are clear. (Correct. Transitions improve the flow and connect ideas throughout the essay.)
A: Listen for a smooth flow of your ideas to make sure that the relationships between the ideas are clear.

Q: Which of the following is NOT a technique for effective paragraph transitions?
- Repeat a word or phrase from the previous sentence (or use a synonym, related word, or antonym) to show that the same idea is being developed further. (Incorrect. This is an effective paragraph transition to connect ideas.)
- Use the pronoun “this + noun” to show continued discussion of the idea. (Incorrect. This technique is a good one to move from one paragraph to the next and show the link between the two ideas.)
- Include a transitional word or phrase to show HOW you are developing your idea. (Incorrect. This is an effective technique that connects ideas between paragraphs.)
- Cut and paste the last sentence from one paragraph as the first sentence in the next paragraph. (Correct. This isn’t a good technique to improve flow and make connections since it would be repetitive.)
A: Cut and paste the last sentence from one paragraph as the first sentence in the next paragraph.

Q: How can underlining the words that transition between or within sentences help you determine if transitions need to be revised?
- This will help you see how many quotes you use throughout the body section of your essay. (Incorrect. Underlining transition words/phrases wouldn’t help you with the number of quotes.)
- You will highlight the words that need to be replaced with synonyms. (Incorrect. Underlining the transitions doesn’t mean that they have to be replaced or revised -- it just makes them stand out.)
- This can show you the word count to ensure that you meet assignment requirements. (Incorrect. The word count includes all words and not just the transitions.)
- Underlining transition words allows you to make sure the transitions show the relationship between ideas. (Correct. If there aren't many strong transitions, revise the paragraph to make sure you are not just listing ideas.)
A: Underlining transition words allows you to make sure the transitions show the relationship between ideas.