• To build upon the pre-writing work done in Workshop Two and reinforce the concepts of  Criteria, Reasons and Evidence (C-R-E charts)
• To build upon the drafting work begun in Workshop Three and reinforce the qualities of good body paragraphs (especially Unity and Development)
• To develop revision skills

• Overhead projector
• The students’ Criteria-Reasons-Evidence (CRE) charts for their self-chosen essay topics, reproduced on transparencies
• Drafts of the students’ complete evaluation essays, reproduced on transparencies
• A copy of the “Body Paragraph Checklist” (See Example) for each student and one copy on overhead transparency 

• Prior to this workshop, and with the assistance of the classroom teacher(s), students have drafted evaluation essays.³ 

• Collect the transparencies of the students’ charts and essays.  Be sure to keep each student’s chart with his or her essay. 
• Put the “Body Paragraph Checklist” on the overhead projector and briefly review the criteria for good paragraph development (See Workshop Two). 
• Put the words “unity” and “development” on the chalkboard.
• Select one student’s chart and place it on the overhead projector. 
• Pointing to the “Criteria” and “Reason” columns, remind the students that the ideas in these two columns will lead to the formation of each paragraph’s topic sentence.  Referring to the word “unity” on the chalkboard, explain that a clear topic sentence is essential to a paragraph’s unity.
• Pointing to the “Evidence” column, remind the students that the ideas in this column will lead to the development of each paragraph.  Referring to the word “development” on the chalkboard, explain that sufficient, specific evidence is essential to a paragraph’s full development.
• Briefly talk through the entries on the student’s chart, pausing to commend clear reasons and rich and vivid detail.
• Place the same student’s draft on the overhead projector.
• You may wish to skip the introduction or only briefly read through it to the class to establish the essay’s evaluation topic. ⁴
• Distribute the copies of the “Body Paragraph Checklist” to the students.  Tell them that they will use this checklist to make suggestions for revision of the students’ drafts.
• Read through the first body paragraph of the first student’s essay.  Commend several features of the paragraph. 
• Reread the first sentence and ask the students to refer to the first question under “Unity” on the Body Paragraph Checklist.  Elicit suggestions regarding the topic sentence from the students and then make your own suggestions.  You can either make brief markings on the transparency or suggest that the writer make mental or written notes for future revision.
• Repeat this procedure for the second question under “Unity” on the Body Paragraph Checklist.
• Reread the body of the paragraph and ask the students to refer to the first question under “Development”  on the “Body Paragraph Checklist.”  Again, elicit suggestions regarding the topic sentence from the students and then make your own suggestions.  You can either make brief markings on the transparency or suggest that the writer make mental or written notes for future revision.
• Repeat this procedure for the second question under “Development” on the “Body Paragraph Checklist.”
• If there is an obvious connection between the student’s first body paragraph and a row on the CRE chart, you may wish to make references back to the chart.  However, if the draft is quite different than the pre-writing, this may not be possible.
• In the interest of time, you may wish to review one body paragraph per student before continuing through each essay.
• Depending on the amount of time you have and the skill level of the students, you may wish to point to good examples of transitions between paragraphs on the student essays or make suggestions for transitions.  Explain to students that transitions are part of the “fine tuning” they will want to attend to later in the revision process to “polish” their final drafts. 

Unity:

	Is the main point of the essay stated clearly in the topic sentence?
	Does all of the information relate to the topic sentence?

Development:

	Is the paragraph developed with enough specific evidence or detail to be convincing?
	Is the paragraph developed with the right kind of specific evidence or detail to be convincing?