jane schaffer essay outline

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Essay writing with the Schaffer method: facts you need to remember

The schaffer paragraph, excellent benefits of the schaffer method.

• Since the formula breaks down the key sentences in every paragraph it really forces students to hone in on the most important parts of any essay. They can separate the important points of their essay from any 'fluff' that they may gather up when writing. It also helps to take away any type of ambiguity or confusion surrounded around grading; the student knows exactly what the teacher is looking for and what to do in order to correct a poor score.
• The method is also especially useful for inexperienced students that may find it difficult to put together an essay or really any form of writing (*this is by far may be the greatest advantage it offers). The instructions are plain and simple and hard to misinterpret.
• The distinction between 'commentary' sentences and 'concrete' ones really helps students to understand that essays are made up evidential support such as facts and raw data and a writer's input such as evaluations, 'comments', or states and claims.

Understanding Schaffer's terminology

1. topic sentence, 2. concrete detail.

• Direct quotes
• Paraphrases
• Plot references
• Illustrations
• Or other researched facts
• For instance
• For example
• To illustrate
• Illustrated with
• In this case
• Specifically

3. Commentary

4. concluding sentence, our top writers.

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Schaffer Example

Below are two Schaffer-model paragraphs students wrote together as a class. The legend at right is for the abbreviations at the beginnings of sentences.

Example One

• Topic Sentence (TS)
• Concrete Detail 1 (CD 1)
• Commentary (CM 1A)
• Commentary (CM 1B)
• Concrete Detail 2 (CD 2)
• Commentary (CM 2A)
• Commentary (CM 2B)
• Concrete Detail 3 (CD 3)
• Commentary (CM 3A)
• Commentary (CM 3B)
• Concluding Sentence (CS)

TS School lunch at Beck can be gross. CD1 For example, I got a piece of cold, slimy pizza the other day. CM1A The cheese was falling off the pizza. CM1B I absolutely didn’t want to eat it. CD2 Another reason lunch is gross is the milk, which is sometimes lumpy and chunky. CM2A When you open the milk, it stinks to high heaven. CM2B Sometimes, it even looks like butter! CD3 Finally, the chili can be so greasy that you see the grease floating. CM3A There’s no way to eat it like that. CM3B You have to strain it. CS From these examples, it’s clear school lunch can be nasty.

Example Two

TS Although I generally don’t like it, cafeteria food can sometimes be quite good. CD1 To begin with, their fries are tasty. CM1A They’re good and salty like fries should be. CM1B If you’re lucky enough to be at the end of the line, you could get some really fresh, crunchy fries as well. CD2 The best cafeteria food is during Thanksgiving, when they make turkey and ham. CM2A The turkey is tender and juicy; CM2B the ham tastes just like my grandmother’s. CD3 Finally, there’s nothing better than baked spaghetti, and the cafeteria makes this perfectly. CM3A The cheese on top is at least half a mile thick, and the sauce is better than my mom’s! CM3B That’s saying a lot, because my mom is Italian. CS So while you might not take your date there, the cafeteria can cook some tasty meals!

11 Comments

great formula in finishing a complete paragarph

It’s incredibly useful: it produces solidly organized paragraphs, and it does so very quickly. I’ve been sold for some years.

I just want to say that I LOVE your “comment policy.” Wish this were on EVERY website. Thank you.

Ummmm thanks but this did not help (I say this with repect)

I’m sorry to hear that. Hopefully you’ll find something more useful. You might want to do a search on mechanics and punctuation while you’re at it.

Thank you this paragraph helped me a lot:)

I’m thinking about using the Shaffer paragraph writing in my 5th grade class and these are great examples to start off. Thanks!

This was extremely helpful to me. Thank you. How do you transition this to full essays?

I first have students write independent paragraphs about a given idea. They should have some kind of general thesis statement, but just as with the TS of the paragraph itself, that thesis changes as the essay develops. Once they have some independent paragraphs which are loosely related with that initial thesis, they organize the paragraphs into a logical order, editing the thesis as necessary. This means excluding some because they don’t really support the final thesis. Then they use either small transitional paragraphs to connect the Schaffer paragraphs or rewrite their TSs and CSs to include transitional elements. Finally, they write the introductory paragraph around their thesis and a conclusion. Put it all together, and it’s an essay. I like teaching them to write like that because they end up creating blocks that they then have to piece together rather than feeling they start at the beginning, write, write, write, and stop at the end.

I just don’t get how to the CMs. Please explain them more in depth.

Commentary explains how the CD backs up the TS. The TS makes a claim; the CD provides evidence for the claim; the CM explains just how exactly that CD is evidence. It’s usually the reasoning you used when thinking about what to use for evidence and evaluating the evidence you’ve chosen.

Hope this helps.

Please let me know how I can help you. Cancel reply

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Digital Resources

For Teachers

JSWPonline.com

JSWPonline.com is a web-based application of the Jane Schaffer Academic Writing Program®. The program guides students through each step of the writing process – from Gathering CDs to Generating Commentary to Revising and Editing to Finalizing the Assignment. Features:

Both students and teachers have their own account with a login.

develop paragraphs online and may combine their paragraphs into an electronic portfolio that will follow them each year;

have the option to print each step in the process and the final draft;

have the option to electronical submit their paragraphs and/or essays to their teachers through an internal submission feature.

The program has an internal submission feature. Teachers assess the students’ work and provides feedback to the students.

Develop models to present to the students;

Receive student submissions; and

Assess and return students’ work.

Google Docs Templates

Jane Schaffer Writing Program offers teachers its Graphic Organizers in Google Docs Templates. Within 24 hours of your purchase, you will be able to access the Google Docs templates and share them with your students. ‍ Terms of Agreement: Please honor the integrity of our relationship by sharing these documents with your students only. We have priced the product so that it is affordable for teachers to purchase on an individual basis. By purchasing this product, you agree to share this template with the students on your class roster. Thank you for working with us to provide you with digital materials.

Team Teaching with Dr. Louis

Dr. Louis provides a flipped introduction to students regarding the color-coded JSWP terminology of writing an academic body paragraph for the Expository/Informational mode of discourse. Options for Implementation:

Watch the video and teach the lesson yourself.

Team teach with Dr. Louis. You teach, she teaches, it’s a collaboration!

Great for absent students to view and follow when they return to class.

Products for Teachers

Argumentation Webinar Series

This training instructs teachers how to use the Jane Schaffer® method of academic writing to teach students to write strong arguments.

Expository/Informational Writing Across-the-Curriculum Webinar Series

Learn techniques of summarization, science lab reports, and writing expository and informational texts for both non text-based and text-based writing.

Grammar Essentials Webinar

In this series of complimentary grammar lessons educators will learn a strategic approach to teaching grammar.

Personal and Fictional Narrative Webinar Series

Teachers will learn specific Jane Schaffer® terminology, color-coding, chunking techniques, and ratios, all of which work together to produce thoughtful writing

Response to Literature Webinar Series

From a simple model paragraph to Advanced Placement® interpretations, this module reveals an academic approach to writing about literature.

SBAC: Argumentation Performance Task

This training helps teachers to prepare their students to be successful on the SBAC Argumentative performance task.

SBAC: Explanatory Performance Task

This training helps teachers to prepare their students to be successful on the SBAC Informational/Explanatory performance task.

SBAC: Narrative Performance Task

This training helps teachers to prepare their students to be successful on the SBAC Narrative performance task.

STAAR® Summer Webinar Series: SCR, ECR, and Close Reading (RLA); SCR (Science, Social Studies)

These STAAR® Webinars (grades 6-12) will provide strategies and materials for the SCR, the ECR, and close reading in literary, nonliterary, and argumentation.

The College Admissions Essay Webinar

JSWP provides teachers with a step-by-step approach to strategies for writing college essays.

A Tale of Two Cities

This curriculum unit was developed to offer teachers a sample plan that introduces students to the work of Charles Dickens.

A Yellow Raft in Blue Water

Although some object to the language and actions chosen by the characters, our students have accepted them as appropriate in the context of the story.

Analytical Response to Literature (2012), 4th ed.

This curriculum guide is designed to offer tested and proven ideas to teach students how to write literary short constructed response, paragraphs, and essays.

Animal Dreams

This curriculum unit includes tested and proven materials for teaching this novel to high school students.

Argumentation Teacher's Guide (6-12)

This guide begins with obtaining facts, looking at both sides, creating a debatable thesis, and providing logic in an organized and rational manner.

This curriculum unit contains a recommended format as we have found that Beloved is not a book to be read quickly or easily without ongoing discussion in class.

Biblical Allusions: Christian Scriptures

This curriculum guide covers six major figures in the Christian Scriptures: Lazarus, Mary, Judas, Gabriel, Peter, and Jesus.

Bless Me, Ultima

This guide begins by providing information about the Catholic church and biblical and mythological references students need to know to understand this novel.

Brave New World

This unit offers teachers a sample plan to introduce students to dystopian literature.

Close Reading Strategies Guide

A supplemental guide to Analytical Response to Literature.

A Journey Through Expository Writing: Student Consumable Workbook

The workbook allows students to practice skills, strategies, and the writing process deepening their ability and their knowledge of expository writing.

Argumentation Poster

This poster provides a visual representation of the terms used in argumentation and where they belong within the ratio of concrete detail and commentary.

Chants Poster

This poster displays the chants for Topic Sentence, Concrete Detail, Commentary, and Concluding Sentence.

Concrete Details Poster (Elementary)

This poster helps elementary students gather concrete details.

Concrete Details Poster (Secondary)

This poster helps secondary students gather concrete details.

Expository - Math and Science Terms Poster

This poster displays similar expository terms for math and science.

Expository - Social Studies Terms Poster

This poster displays similar expository terms for social studies.

Expository Poster

This poster helps students understand how expository writing differs from literary analysis.

Expository Terms Poster

This poster displays terms for expository.

Generating Commentary Poster (Narrative; Elementary)

This poster helps students generate commentary.

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