1 Outlining an Essay & M.E.A.L. Introduction Paragraph Just as every story needs a beginning, every essay needs an introduction. The purpose of an introduction is to: a) catch the audience’s attention and compel them to keep reading; b) provide a basic overview of the topic and/or any background information that may be necessary to understanding the subject (though this background is often a distinct, second paragraph); c) present the thesis statement, which is the main argument in 1-2 sentence form. Typically, the information in the introduction moves from general to specific. Body Paragraphs Most body paragraphs in academic essays should be a complete M.E.A.L. M: MAIN IDEA Each paragraph should begin with a topic sentence that introduces the subject of the new paragraph. The topic sentence should make a specific claim (think of it as a mini- thesis for your paragraph) and accurately reflect the rest of the paragraph. The best claims will be specific and detailed. • Weak Example (Vague Claim): There are many reasons to shower in the morning. • Strong Example (Specific Claim): Showering in the morning not only helps with wakefulness but also with physical hygiene. E: EVIDENCE After establishing the claim, each paragraph should present evidence to support the point. Evidence can include quotations/paraphrased information from reliable publications, firsthand observation/evidence (if appropriate), or other description/explanation. Evidence should be clearly distinguished from Analysis (below) with signal phrases, such as “According to the American Lung Association…” or “Dr. Janice Smith, author of a widely cited text on child behavior, claims…” or something similar. A: ANALYSIS Following every piece of evidence should be Analysis, which explains why the evidence is important or how it is related to the main point of the paragraph. Analysis may begin with phrases such as, “This passage shows that…” or “This research proves that….” If it helps, think of Analysis as the answer to the questions, “So what?” or “What’s the point?” Discuss relevance and make key connections here. 2 L: LINK (either back to the thesis or on to the next paragraph) The final step when writing a paragraph is to link the Evidence and Analysis back to the main purpose of the paper. If this connection is obvious from the Analysis, then a Link (or transition) to the next paragraph may be more appropriate. An important note: the Evidence and Analysis steps can be repeated as many times as necessary in a paragraph. However, if the pieces of Evidence aren’t related enough to belong in a single paragraph, each new piece of Evidence and Analysis should become a new paragraph. Similarly: Longer, more complex essays might use entire paragraphs for each element of MEAL above (and not one paragraph for everything). CONCLUSION The objective of the conclusion is to move from the specific main points of the ...

1. 1
Outlining an Essay & M.E.A.L.
Introduction Paragraph
Just as every story needs a beginning, every essay needs an
introduction. The purpose of an
introduction is to: a) catch the audience’s attention and compel
them to keep reading; b)
provide a basic overview of the topic and/or any background
information that may be
necessary to understanding the subject (though this background
is often a distinct, second
paragraph); c) present the thesis statement, which is the main
argument in 1-2 sentence form.
Typically, the information in the introduction moves from
general to specific.
Body Paragraphs
Most body paragraphs in academic essays should be a complete
M.E.A.L.
M: MAIN IDEA
Each paragraph should begin with a topic sentence that
introduces the subject of the
new paragraph. The topic sentence should make a specific claim
(think of it as a mini-
thesis for your paragraph) and accurately reflect the rest of the
paragraph. The best

2. claims will be specific and detailed.
• Weak Example (Vague Claim): There are many reasons to
shower in the
morning.
• Strong Example (Specific Claim): Showering in the morning
not only helps with
wakefulness but also with physical hygiene.
E: EVIDENCE
After establishing the claim, each paragraph should present
evidence to support the
point. Evidence can include quotations/paraphrased information
from reliable
publications, firsthand observation/evidence (if appropriate), or
other
description/explanation. Evidence should be clearly
distinguished from Analysis (below)
with signal phrases, such as “According to the American Lung
Association…” or “Dr.
Janice Smith, author of a widely cited text on child behavior,
claims…” or something
similar.
A: ANALYSIS
Following every piece of evidence should be Analysis, which
explains why the evidence
is important or how it is related to the main point of the
paragraph. Analysis may begin
with phrases such as, “This passage shows that…” or “This
research proves that….” If it
helps, think of Analysis as the answer to the questions, “So
what?” or “What’s the

3. point?” Discuss relevance and make key connections here.
2
L: LINK (either back to the thesis or on to the next paragraph)
The final step when writing a paragraph is to link the Evidence
and Analysis back to the
main purpose of the paper. If this connection is obvious from
the Analysis, then a Link
(or transition) to the next paragraph may be more appropriate.
An important note: the Evidence and Analysis steps can be
repeated as many times as
necessary in a paragraph. However, if the pieces of Evidence
aren’t related enough to belong
in a single paragraph, each new piece of Evidence and Analysis
should become a new
paragraph. Similarly: Longer, more complex essays might use
entire paragraphs for each
element of MEAL above (and not one paragraph for everything).
CONCLUSION
The objective of the conclusion is to move from the specific
main points of the body
paragraphs to a more broad analysis of why the information
provided is important to the
reader. To do this, the conclusion should first revisit the main
points presented in the thesis,
including any strong arguments made in the body of the essay.

4. The conclusion should then
make a strong final impression on the reader. One of the
following approaches may be
effective:
• Standard Academic – iterate the thesis statement in different
words and restate
any supporting ideas/points. Most effective when many ideas
have been
presented and readers legitimately need a reminder (or another
approach isn’t
appropriate).
• Call to Action – directly address an interested audience and
compel them to
follow action or advice. Most relevant for editorials or other
arguments that
establish a problem that needs a solution.
• Call for More Research/Understanding – emphasize the value
of the present
ideas but acknowledge the need for more work or contributing
ideas.
• Hypothesize Results/Consequences – predict success, disaster
or some other
outcome when action isn’t necessarily required.
One thing the conclusion absolutely should not include is any
new information or ideas that
were not discussed in detail in the body of the essay. New ideas
in the conclusion could
confuse readers or cause them to wonder, “Why is this just
being discussed now?” While a
Call to Action or Hypothesis of Results or Consequences may

5. seem like new information,
these approaches should be so closely related to information
presented in the body
paragraphs that readers won’t be confused or frustrated.
English 1020
Rethinking Slacktivism: Paper 1 Assignment
For this paper you will argue for a particular definition of
slacktivism. You will support your definition with evidence and
examples, and your final paper will be polished!
Explaining Your Definition of Slacktivism
Your definition of slacktivism will not be a single sentence.
Instead, you will provide examples, apply readings from class,
and incorporate your personal experience, resulting in a
sophisticated and thought-provoking definition of slacktivism
that lasts several pages (please do not include a Wikipedia or
Urban Dictionary definition!).
As we talked and read about, the meaning of slacktivism is up
for debate! So in defining slacktivism, you are making an
argument. Use the strategies we’ve talked about:
1. Make arguments for your definition. Your definition needs to
be defensible and interesting, and use the argument strategies
from class.
2. Incorporate class readings. Use strategies discussed
(summary, paraphrase, quotation analysis, etc.).

6. · Quote from Christensen –and remember that you can agree and
disagree with him!
3. Give concrete examples. We have considered many examples
and situations, asking what counts as slacktivism and what does
not (for instance, we looked at Facebook and Twitter). You will
need to provide three examples of slacktivism moments or
events that fit or do not fit your definition of slacktivism. A
good example is both interesting and original – avoid the
obviousand examples already covered in class.
4. Incorporate your own views. Many of you will write
passionate slacktivism essays in demonstrating your
participation in an event or will make strong arguments in class.
(This essay is not a personal response paper, so this should be
only part of the paper, and may be folded in with your concrete
examples, see #3.)
You are writing this paper for a general, academic audience.
This means that you can’t assume that people have read the
articles we read in class. This is where the summary skills
you’ve worked on will come into play – introduce a source
before using it.
What I’m Grading On
· Your ability to argue convincingly. The reader needs to be
convinced by what you say, which means that you provide
evidence and good examples. There should not be gaping holes
in your definition.
· Your ability to incorporate course readings and ideas. This
includes summarizing and quoting from class sources, as we’ve
worked on in class.
· Your ability to incorporate concrete examples from your own
life. We have worked on using your own experience in an
academic way.

7. · Your ability to revise your work based on my feedback and
peer review. Revise, read aloud, and rewrite!
· Your ability to meet the assignment requirements. So if you’re
struggling, talk to me.
· Your definition must be at least four pages (to the bottom of
the fourth page), and no longer than six pages. One inch
margins, 12 point standard font, double-spaced, no extra spaces
in document.
· First draft is due Wednesday 2/12 at the beginning of class.
Bring two copies to class. The late penalty applies starting at
12:35a, and email submissions are not acceptable.
· Conferences will be Monday 2/17, Tuesday 2/18 and
Wednesday 2/19. Required. We will not hold class on 2/19 in
exchange for the conferences.
· Final draft is due Wednesday, 2/26, again at the beginning of
class.
FREQUENTLY ASKED QUESTIONS
Why Are We Writing a Definition and Citing Class Readings?
Throughout college, you will need to focus on a key concept
and explain what it means. Most often, professors will want you
to talk about this concept in the context of class readings and
discussions. For instance, a final question on a history exam
may ask you to rethink the concept of immigration given class
readings and discussions. The ability to speak specifically and
apply what you have learned is crucial.
What Kind of Examples Should I Provide? It is up to you to
decide what examples work best depending on your definition.
If your definition is fairly narrow, it might be most convincing
to explain why certain kinds of slacktivism don’t count in your
definition. And if your definition is wide, it might make sense
to give interesting examples and argue why they are included in
your definition.
What Kind of Definition Should I Write? There is no “right”
definition. Take chances. The successful paper is one that draws

8. people in and makes them think, “Hmmm, I don’t know if I
agree, but that’s interesting and makes me think!” Of course,
making a daring argument and not supporting it isn’t a good
idea, so find an appropriate balance.
Where Do I Start? Deciding how to start is one of the
challenges of this paper. You may begin with a personal story
and then move into discussions of the readings for the course.
Or, you may want to begin with an example, bring in course
readings, and end more personally. Begin by brainstorming
ideas to these questions:
· What are the problems and limitations of the definition I came
up with in class?
· What is a moment in each of the readings I agreed with? What
is a moment I disagreed with?
· What sorts of examples might I want to include or exclude
from my definition?
· What personal experiences do I bring to my definition?