Paragraph Structure &

Line of Reasoning
The Line of Reasoning:
Or, How to get a 4 in Row B

Notes: The primary difference between scoring a 3 and a 4 on Row B is your line of
reasoning. (Explanation of literary devices is another difference, but one that is less
likely to be holding you back on the 3-4 front. Usually if you can get device/technique,
you’re capable of finding more than one.) While you need to have a plausible line of
reasoning in order to get either a 3 or a 4, commentary in a 3 is allowed to “fail” to
integrate some evidence or “fail” to fully explain how evidence works to support one of
your claims. A 4, on the other hand, requires that EVERY SINGLE ONE of your
multiple supporting claims in your line of reasoning includes adequate evidence and
clear explanation.
Point A: Your Thesis
This is a claim IN RESPONSE TO THE PROMPT!

Remember:
▷ MUST make a claim about the abstract portion of the prompt.
▷ SHOULD NOT merely list literary devices the author uses.
▷ IF you want to include literary devices, you need to indicate the SPECIFIC
nature of their use in this passage/as they apply to the abstract element of
the prompt.

Notes: In an ideal world, your thesis should be the foundation of your line of
reasoning, but it’s possible to get the thesis point even if it’s not.
Points B, C, and sometimes D:
Body Paragraphs
What follows is a template for structuring your paragraph. You can diverge, of course,
but this “formula” will ensure that you have a clearly explained line of reasoning
composed of multiple claims AND adequate evidence...if you do it well.

1. Claim (Subclaim)
2. Assertion 1
3. Proof 1
4. Explanation 1
5. Transition
6. Assertion 2
7. Proof 2
8. Explanation 2
9. Closing/Transition
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Notes: You can attempt to use this formula and still end up with poor commentary or
inadequate evidence, especially if you misread or misunderstand the passage, but if
you do it well -- carefully select evidence, fully explain your thinking, etc. -- you should
have a strong line of reasoning composed of multiple claims.
1. Claim &
2. Assertion
▷ Say that I have the following thesis: Only boring people choose
vanilla ice cream as their favorite ice cream flavor.
○ My first body paragraph’s claim is: Vanilla ice cream is an
undeniably boring flavor, indicating that those who would
select it as special must themselves be boring.
■ The assertion that follows is a specific reason/
interpretation that supports your paragraph’s claim. My first
“assertion” to support this claim is: Vanilla flavoring is
often just the “base” in many desserts to which better
flavors are added, indicating that by itself, it holds little
of interest.
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Note: Don’t get too hung up on claim versus subclaim versus assertion language.
Your essay’s primary claim is your thesis. Paragraph claims are technically subclaims
that support the thesis claim, and assertions are min-claims that support the subclaim.
What we call it doesn’t really matter; the function does. These claims, large and small
work together to build a line of reasoning to support your thinking. (Basically, In order
to prove that my thesis is true, I need to prove points A and B (my subclaims). In order
to prove my claims A and B, I need to assert items 1 & 2 are true and provide
adequate evidence.)
3. Proof
Provide evidence to support the plausibility of your assertion.

Vanilla flavoring is often just the “base” in many desserts to which better flavors are
added, indicating that by itself, it holds little of interest. For example, in a typical ice
cream sundae, vanilla ice cream is placed at the bottom of a bowl and other
toppings, such as strawberries, candies, nuts, and hot fudge, are added on to it.

For Prose Analysis:

Notes: You may need to triage your evidence to write a good essay in the limited time
frame. You can’t include EVERYTHING you noticed in a single paragraph. Instead,
you must thoughtfully select what’s most relevant to proving this specific assertion
(and that you can adequately explain).
5. Explanation
After your evidence, explain HOW the evidence you’ve provided works to prove your assertion. Then extend your
commentary to develop your thinking on how the assertion you’ve just “proven” supports the paragraph’s claim (and
possibly your thesis.)

For example, in a typical ice cream sundae, vanilla ice cream is placed at the bottom of a bowl and other toppings,
such as strawberries, candies, nuts, hot fudge, and cherries are added on to it. The sheer variety of toppings that
can be added to create this dessert reveal that the vanilla ice cream itself is bland enough to serve as the basis for
nearly any other complex flavor combination a person could think of adding to the dish. This blandness, while
absolutely necessary for constructing one of the most delicious desserts available, is of value specifically because
it is boring and it thereby leaves room for the other flavors to shine.

For prose analysis, make sure you fully unpack the literary elements and techniques you’re noticing.

▷ For example, if you’re discussing a metaphor, you need to fully unpack it. What does this comparison between
two things reveal that supports your assertion?
▷ As another example, if you’re discussing a series of images, what does this series of images and its variations
reveal in support of your assertion?

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6. Transition
In a paragraph with two or more APEs, transition to your next APE. Answer at least one of the following questions for
the reader:
▷ Why are these two APEs friends with each other and hanging out in the same paragraph? What ADDITIONAL
assertion/proof are you adding, and why?

In a paragraph with only one APE, this will be your closing/transition to the next paragraph (which can also occur after
2+ APEs).
▷ Reiterate how the APE/s work to support your claim and preview the next paragraph’s claim as the next step in
your line of reasoning.

The sheer variety of toppings that can be added to create this dessert reveal that the vanilla ice cream itself is
bland enough to serve as the basis for nearly any other complex flavor combination a person could think of adding
to the dish. This blandness, while absolutely necessary for constructing one of the most delicious desserts
available, is of value specifically because it is boring and it thereby leaves room for the other flavors to shine. The
culinary world obviously needs this kind of flavor to exist because it serves as a foil to the truly interesting flavors
we can perceive, but in itself it is therefore necessarily boring. To enjoy the flavor absent its additions seems to
indicate a taste for flavors that lack variety and complexity.

Note: Transitions are the glue that hold your essay together. They’re really very
important, and if you use them well, they enhance your clarity and style. For more
ideas on what transitional words and phrases you can use, follow the link!
What does it look like all together?
Vanilla ice cream is an undeniably boring flavor, indicating that those who would select it
as special must themselves be boring. Vanilla flavoring is often just the “base” in many
desserts to which better flavors are added, underscoring that, by itself, it holds little of
interest. For example, in a typical ice cream sundae, vanilla ice cream is placed at the
bottom of a bowl and other toppings, such as strawberries, candies, nuts, hot fudge, and
cherries are added on to it. The sheer variety of toppings that can be added to create this
dessert reveal that the vanilla ice cream itself is bland enough to serve as the basis for
nearly any other complex flavor combination a person could think of adding to the dish.
This blandness, while absolutely necessary for constructing one of the most delicious
desserts available, is of value specifically because it is boring and it thereby leaves room
for the other flavors to shine. The culinary world obviously needs this kind of flavor to exist
because it serves as a foil to the truly interesting flavors we can perceive, but in itself it is
therefore necessarily boring. To enjoy the flavor absent its additions seems to indicate a
taste for flavors that lack variety and complexity.
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Yes, yes...but what about Prose Analysis?
▷ If I’m honest, I hate formulaic writing and resist providing templates for that reason. I find them quite
limiting. As Frobisher says, “all boundaries are conventions,” and I think much of our best writing
happens when we’re able to move past formulas.
▷ That said, I understand that formulas and templates are useful for young writers, particularly in timed
situations where you need to “remember” to accomplish certain things within the given parameters.
These “APE” structures are the most thorough template I can provide that still allows you to develop
authentic complexity in your writing.
▷ On the Google Classroom, I’ve posted an exemplar with two different body paragraphs. One uses a
standard two-APE structure, while the second is a three-APE paragraph with shorter pieces of
assertion, proof, and explanation. It is also completely possible to write a solid body paragraph with
only one APE. The structure you use will largely depend on what you want to say and the level of
depth you’re looking to communicate.
▷ I’ve done my best to provide paragraph examples that “fit the format” but I struggled to ensure that the
parts of my paragraphs were clearly separable into these distinct chunks. You may notice areas of
blending. I apologize...if I had but world enough and time. (It will also be okay if, in your own essays, you
some of these items blend into each other, so long as that blend is seamless and makes sense.)
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