Gullivers Travels Essay Example for Free

Gullivers Travels Essay Ten days after returning from his previous voyage, Gulliver is confronted by Captain William Robinson to work as his journey to the West Indies. The doubled salary is cause enough for Gulliver to accept the invitation and sets sail two month after the invitation. Upon arriving in Tonquin, Gulliver is appointed Captain of a sloop (a small sailboat with one mast and two sails) and ordered to transport goods; he is shortly captured by pirates. He earns his crews freedom but his attitude lands him on a small boat with limited food. He soon finds a few isles and decides to stay in the cave of a seemingly barren island—except for a few shrub patches. After some keen observation, Gulliver notices something strange obstructing the sunlight and deduces it must be a floating island. He tries to be noticed but the inhabitants seem to give little regard for his shouting. Eventually, the floating mass draws near and from it, descends a seat that Gulliver is instructed to mount. He is then drawn up into the Island. Gulliver is welcome by many people, whom he noticed to be very strange. Their eyes look in different directions and their heads do not sit level upon their heads. In addition, he takes note of their attires, which are covered with â€Å"celestial bodies and musical instruments. † People also have a servant who follows them and carries a â€Å"flapper. † This is essentially a mace, but with a soft sac on the end. The servant’s use it to slap their masters’ mouth or ear with the intent of alerting them that it is their turn to speak or listen while in conversation. After meeting with the King, Gulliver is appointed a language tutor. Shortly after his first lesson, Gulliver notices the island to move over villages, during which, subjects collect monies from the people below. In addition, he learns that the people value mathematics and music above all. (Because of this, their language is primarily based on the sciences stated previously. ) Their skill sets are limited to these two disciplines, as well as astrology. There are also in constant fear of an apocalyptic demise, resulting from an ever incumbent meteor. After a months stay, Gulliver is learned enough to speak to the King. Gulliver is now informed by the Prince, (one of the few free thinking individuals) of the dimensions and working of the Island. He is most intrigued by the motion of the Island and how it manages to stay afloat. It is explained to him that the most experienced astronomers figured that by mounting and manipulating a great magnet in the center of their island, they are able to float and move in any direction at will. However, the island is only able to move over a specific area on earth because of the specific magnetic forces required to maintain their desired altitude. Gulliver also learns how the Island is able to rule over the inhabitants of the land below. This is done mainly through varying degrees of punishments. Essentially, Laputa uses its size and position to, block out the sun, bombard the villagers, or, simply crush the village by means of ‘dropping’ the island. Gulliver then learns of a rebellious village, with capabilities to ‘capture’ the island and kill the King. In order to maintain peace and save himself, the King has granted freedom to these people. From that instance, the King and his family are restricted from leaving the Isle. Gulliver’s boredom leads him to want to leave the Island. He approaches a lord who seems to be genuinely intelligent and curious. (An oddity on Laputa) The lord lacks musical talent and is therefore regarded as unintelligent by the inhabitants. With the help of this lord, Gulliver proceeds in petitioning the King to leave Laputa. The King accepts and proceeds in leaving Gulliver with a friend of Laputa in a place called Balnibarbi. The man whom he is left with goes by the Lord Munodi. He is of high rank and possesses great wealth. The Lord proceeds to take Gulliver around the city of Lagado. It is of great surprise to Gulliver that the city is in shambles, the people are poorly dressed, and the ground is barren. They then proceed to the lord’s estate and it is evident of the stark contrast between the city and the estate. It is well built, well managed, and has fertile vineyards, as well as cornfields, fountains and meadows. The villagers do not have high esteem for this estate and do not strive to exemplify it—rather the opposite. Gulliver is then informed that, after a visit to Laputa by some if the city’s inhabitants, they decided to construct the Academy of Laguda. The sole purpose of this Academy is to develop new agricultural and architectural techniques. The new techniques are very flawed and extremely outlandish and have left the city in its current in its current state. The techniques are supported by so many mindless individual that they allowed for the destruction of the mill. Gulliver is very curious to the details of the projects that the Academy is working, so much so, that he decides to visit. Gulliver is allowed to visit the Academy. He takes careful note of the ongoing projects. First he sees a man attempting to use cucumbers as sun storage devices. He then witnesses a scientist attempting to turn feces into food. Another researcher attempts to turn ice in gunpowder and is fully invested into the idea of the â€Å"malleability of fire. † Gulliver travels throughout the Academy and witnesses many more experiments. There are blind paint mixers who are under the impression that they can smell color. There is even a scientist who is under the impression that his random word generator is capable of writing books on any topic. A linguist is under the impression that speaking is a waste of life and every breath used to speak brings people closer to death. He proposed everyone be mute and simply act out the message they wish to convey. Lastly, Gulliver witnesses a professor attempt to teach mathematics by writing equations onto wafers and feeding them to his students. Part III: Chapter 6 Gulliver is still at the academy and proceeds to visit professors who are dealing with politics and government. They propose that taxation of women be based upon their physical attributes and relative beauty. Other claims that to uncover conspiracies, they should search through the feces of the citizens. They even propose kicking and pinching the politicians to make them ‘less forgetful. ’ After witnessing the propositions and experiments of many, Gulliver concludes that there is nothing here that he could benefit from and wishes to leave. Gulliver wishes to travel to Luggnagg but cannot find a vassal to take him. Not wanting to stay in Lagado any longer, he decided to travel to Glubbdubdrib. He is able to deduce that the Isle is inhabited by people capable of doing magic. Upon his arrival, Gulliver requests an audience with the King—he is granted his wish. Gulliver then witnesses people simply disappearing and reappearing and ghosts serving food. He is initially surprised and startled by these events but becomes accustomed to them. He even goes so far to request the King to appease his personal requests. The King willfully satisfies Gulliver’s requests to speak the dead. He speaks to many prominent historical figures such as: Hannibal, Caesar, Pompey, Brutus, Junius, Socrates, Epaminondas, Cato, and Sir Thomas More. He converses with them and learns that history is not as it seems and that often, it is glorified in order to cover up the embarrassing truth.   Still in the company of the King, Gulliver continues to talk to the reincarnations of prominent historical figures. He observes how Homer and Aristotle carry themselves and even goes as far to point out their mistakes; mistakes that they accept without any aggression toward Gulliver for doing so. He then proceeds to interrogate the more modern rulers and is disappointed to learn that they have not been honest with their subjects as they should have. He also calls upon simple ‘less developed’ English ancestors, whom he finds remarkable large and of good stature. He concludes that the Nobles have diminished the physical strength that the English were once blessed with. Part III: Chapter 9 Gulliver returns to Luggnagg in disguise. He only wished to return to his beloved mother country—the Kingdom of England. His shipmates confess to the officials that a stranger is aboard, resulting in his capture, interrogation and confinement. The King has heard of Gulliver’s adventures and wishes to speak to him. Gulliver is then informed that, all of the Kings visitors are required to lick the floor as they enter the Kings room. Because Gulliver was a guest, the floor was cleaned very well, but on occasion, it is sprinkled with poison to kill the Kings enemies. Because of his vast knowledge of foreign places, the King grows to favor Gulliver and treats him very well. Gulliver is ‘invited’ to stay for an additional three months—he is obedient.   While in the company of the Luggnaggs’, Gulliver is told of an immortal people. These people are marked by a spot on their forehead and are called the Struldbrugs. Gulliver fantasizes how he would live his life if he were immortal. He concludes that he would study all arts and sciences and learn to acquire riches. Gulliver ponders the topic even further and postulates that he would ‘reasonably expect’ to be the â€Å"wealthiest man in the kingdom. † After being exposed to these individuals, he learns that they live forever, but are not young forever. This is a tragic flaw and the government actually considers them dead after the age of eighty. He also learns that they grow to be saddened and to live a life with neither joy, nor love. All of their marriages eventually become dissolved and they despise all mortals, most likely out of envy. As he learned of these people and about their true state, Gulliver regretted wishing that he could be immortal. Part III: Chapter 11 After spending ample time in Luggnagg, Gulliver is eventually allowed to leave. He is finally able to find a vassal to take him to Japan, with hopes of continuing on to England. Upon arrival, Gulliver had again; found himself in an uncomfortable situation. He eventually finds a Dutch ship travelling to England. The captain agrees to take him, as long as Gulliver provides works as a surgeon for half the usual rate. By blending in as a Dutchman, Gulliver is able to satisfy the Emperors requirements. He is then excused from the ritual stomping of the cross. They are now free and continue to Amsterdam, from where Gulliver is able to find passage to England. Upon arrival he goes immediately home to his healthy family.

Mumbai-Pune Expressway

Mumbai-Pune Expressway The Mumbai-Pune Expressway has always been a project of high priority for the Maharashtra State Government. The traffic on the Mumbai-Pune section of National Highway 4 is expected to increase drastically. The distance between the two cities is some 180 km and it takes about five hours to cover it under good traffic conditions. However increasingly, and during the monsoon, traffic on the Mumbai-Pune road is very high and frequent accidents block the narrow and winding curves of the two lane highway. Landslides in the region are very frequent due to the monsoon rains. The resulting delays and traffic blockages turn a 5-hour journey to one that would involve anywhere between 10 to 15 hours. (Sulakshana Mahajan, 2002) The Government of Maharashtra had been newly elected in 1995 and they were very keen on the early completion of the Mumbai Pune Expressway, as there was prestige value attached to it. It was decided in July 1996 to implement the project as a BOT(Build-Operate-Transfer) project and tenders were prepared appropriately, for which only one bid was received from Reliance India Limited which was rejected as it was double the government budget. In turn the project was awarded to MSRDC. (IITK Indian Institute of Technology Kanpur, 2007) Feasibility Study: In 1990, the Government of Maharashtra appointed RITES and Scott Wilson Kirkpatrick of United Kingdom to carry out the feasibility study and they submitted the report with the estimated cost of 240 million USD. The Government then handed over the project to MSRDC in March 1997 on a Build Operate and Transfer basis (BOT) with permission to collect tolls for a period of 30 years. The Government of India received the clearance from the Ministry of Forests and Environment in November 1997. In order to prepare detailed estimates, designs and bid documents the work was divided into eight phases and each phase was under the supervision of renowned international consultants. (IITK Indian Institute of Technology Kanpur, 2007) Features: Â · The Mumbai Pune Expressway also known as the Yashwantrao Chavan Expressway is Indias first six lane high speed access controlled tolled expressway. Â · Spanning a distance of 93kms it connects Mumbai, the financial capital of India and Pune, the neighboring industrial hub city. Â · The project cost 350 million USD to construct and was completed under the guidance of MSRDC in a time period of 24 months. * The expressway has four lane wide tunnels at five locations with a total length of 5724m. * There are separate tunnels for traffic in each direction and these tunnels are provided with modern facilities for ventilation, lighting and fire fighting vehicles. * This work was entrusted to the Konkan Railway Corporation Ltd on 8 December 1997. Benefits of the Expressway: Many aspects of the Expressway make it an engineering marvel. * No signals along the 93km route and no blind curves. * Reduction in accidents. * Reduction in travel time. * Saving of fuel consumption. * Faster crossing of the Khandala Ghat. * Reduction in pollution. Issues faced in building the Highway: Â · The mountainous terrain around the area, posed a huge threat in building the Expressway. Â · As five tunnels had to be constructed, there was a lot of difficulty in drilling through the mountains as the rock was extremely hard. Â · Around 500 trees which got in the way of the construction had to be uprooted and transplanted into pits dug at other locations. Â · Vast areas of rich, fertile land had to be cleared into farmlands in interior areas. Â · Difficulty in accessing the work areas to supply raw materials. Â · Nature of soil in the area caused problems in building roads, due to which concrete roads had to be built. * Environmental Concerns: An Environment Impact Assessment was conducted by RITES and they identified the following concerns: The construction of the Expressway would impact on the quality of water in the rivers flowing in nearby areas, which were being used for drinking and industrial Purposes. It would also result in loss of forests and rare flora, effect on wild life in the Ghats and lead to landslides in the future. Â · The difficulties faced due to rehabilitation of the human settlements. Reasons for the successful implementation by MSRDC: Workforce: MSRDC hired their workforce from Public Works Department and CIDCO (City and Industrial Development Corporation of Maharashtra), most of whom had extensive experience in the development of large-scale projects. They also took employees from the revenue department on deputation to help with the land acquisition process. (IITK Indian Institute of Technology Kanpur, 2007) Appointment of Project Management Consultants: A Steering Committee was set up in order to recommend different technical standards to be adopted, to prepare geometric standards, and to help MSRDC in deciding upon various provisions of tender documents and related matters. The Steering Committee proposed that Project Management Consultants (PMC) be appointed for preparing and ensuring consistency in design standards, cost estimates and tender documents, and to supervise the construction work as and when it began. In addition it was also though that if the technical aspects of the projects were taken care of by PMCs, then MSRDC could concentrate on the task of coordinating the various administrative requirements such as getting clearances, raising finances etc. Committees were to be formed to perform each of the tasks by drawing personnel from each of the PMCs to ensure consistency. Since the most important skill for a PMC was considered to be Technical Skill, the selection criteria were such that 75% importance was assigned to the technical bid and 25% to the financial bid. Another condition was imposed that 1 PMC will work on only 1 section of the Expressway to avoid excess load on a PMC. (IITK Indian Institute of Technology Kanpur, 2007) Facilities given by MSRDC to Consultants and Contractors: MSRDC and the Government of Maharashtra provided several facilities to contractors and consultants in order to ensure quick and efficient working. The expenditure on these services helped reduce production costs by 8-10% as a result of speedy completion of work. Some of the facilities given were like: * Project Management Consultants had their own site offices set up with standard equipment like Xerox, telephone, printer provided at MSRDCs expense. * Increase in the price of steel, bitumen and cement will be absorbed by MSRDC. * Custom duty is to be reimbursed for import of new machinery. * Land provided for site facilities was given to the contractor free of cost. * As the stretch of construction was 93 kms, MSRDC prompted oil companies to set up petrol pumps. * MSRDC took the responsibility to divert all utility services like telephone cables, water pipelines and electrical lines coming in the construction stretch. Litigation: MSRDC adopted a very proactive stand towards litigation right from the start and they appointed a panel of experts for handling cases. They also made sure they responded to court orders in very less time which helped reduce the delays in re-seeking appropriate dates. (IITK Indian Institute of Technology Kanpur, 2007) References: Roadtraffic-technology.com. (2009) Mumbai-Pune Expressway, India. Available from: http://www.roadtraffic-technology.com/projects/mumbai/ [Accessed: 11/12/2009] Maharashtra State Road Development Corporation Ltd. (2007) MSRDC Project Mumbai Pune Expressway. Available from: http://www.msrdc.org/Projects/Mumbai_Pune_Expr.aspx [Accessed: 11/12/2009] Wikipedia (2009) Mumbai Pune Expressway. Available from: http://en.wikipedia.org/wiki/Mumbai-Pune_Expressway [Accessed: 11/12/2009] ExpressIndia (2000) The Mumbai-Pune expressway. Available from: http://www.expressindia.com/news/fe/daily/20000730/fec30031.html [Accessed: 11/12/2009] Dandekar/Mahajan EPW Paper (2001) MSRDC and The Mumbai-Pune Expressway: A Sustainable Model for Privatizing Construction of Physical Infrastructure? Available from: http://sdmahajan.tripod.com/epw_paper.pdf [Accessed: 11/12/2009]

Observations at the Park Essay -- Observation Essay, Descriptive Essay

Observations at the Park A cigarette butt lies next to my foot, still emitting a trace of smoke. Nearby on the dusty asphalt a pigeon waddles self-consciously, bobbing its head as if pecking the air for some invisible food. A squirrel churrs a threat to his brother, challenging him to romp. The walkway before me never becomes silent. A buzz of voices blends with the city soundscape of cars driving and trucks backing, swingsets squealing and sparrows chirping. A toddler, holding tightly to his sister's stroller, yells "Achtung! Achtung! Achtung!" at a squirrel that crosses two inches from his foot. His mother comforts him, in German. A man sits down on the bench across from me, eyelids dropping on his creased red face as he stirs his cup of coffee. The bench I sit on is green, painted over years of dents and names scratched in wood. My backpack sits to my left with its main zipper opened just wide enough for me to extract my notebook and pen. At my right is my suitcase. Its pockets are crammed full like the subway this morning, barely room left to breathe, creaking and comp...

Huck Finn :: essays research papers

Chapter 33 Huck meets Tom Sawyer on the road and stops his carriage. Tom is frightened and thinks he is seeing a ghost, but Huck reassures him and they settle down. Huck then tells Tom what has happened at the Phelps's and Tom thinks about what they should do. He then tells Huck to return to the farm with his suitcase while he returns to the town and starts the trip over. Huck gets back and soon thereafter Tom arrives. The family is excited because they do not get very many visitors so they make Tom welcome. Tom makes up a whole story about his hometown and then impudently kisses Aunt Sally right on the mouth. She is so shocked that she nearly hits him over the head with her spinning stick until Tom tells her that he is Sid Sawyer. Silas then explains that Jim revealed to him what a scandal the Royal Nonesuch really was. Silas says that he told the rest of the town, and he figures they will ride the two cheats out of town that night. Huck and Tom climb out of their windows in a last minute attempt to warn the Duke and King, but they are too late. They see the two men being paraded through the street all covered in tar and feathers. Huck remarks that human beings can be awfully cruel to one another. Chapter 34 Tom and Huck think about ways to break Jim out of his prison. Huck plans to get the raft, steal the key to the padlock, unlock the door and then float down the river some more. Tom tells him that plan is too simple and would work too well. Tom's plan is much more elaborate and stylish, and takes a great deal longer to implement. The boys go to the hut where Jim is being kept and search around. Finally Tom decides that the best way, or at least the way that will take the longest, is to dig a hole for Jim to climb out of. The next day he and Huck follow the black man who is delivering Jim's food. Jim recognizes them and calls them by name, but both boys pretend not to have heard anything. When he has a chance, Tom tells Jim that they are going to dig him out. Jim is so happy he grabs Tom's hand and shakes it.

“Life of Frederick Douglas, an American Slave” Essay -- Literature Revi

The narrative essay of the â€Å"Life of Frederick Douglas, an American Slave† describes personal accounts Paul experienced as a slave. Cruel and unjust treatment done to him by his masters gave him to a strong desire to learn how to read and write in any possible way by being resourceful and be determined to learn. However, Douglas expressed â€Å"I would at times feel that learning to read had been a curse rather a blessing† and â€Å"I envied my fellow slaves for their stupidity† (4); wherein he regrets learning and he also illustrated why he considered knowledge as a curse because he learned about freedom did not benefit him at all. In my case, I can also say I regret some things I learned in the past that I know would made me happier if I did not learned them at all. At age twelve, Douglas became a slave in the household of Mr. Hugh. Mrs. Auld was very kind and considerate when Douglas met her, because it was the first time having a slave in the household. She even taught him the A B C’s but Mr. Auld forbade instructing him. However, in the later part of the story, she changes into a wicked mistress. Mr. Auld expressed â€Å"If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master-to do as he is told to do. Learning would spoil the best nigger in the world† (1) and this revelation was an eye opener of freedom awaits him. Mr. Auld tells his wife that if a slave was taught to read, it will cause Paul to be not satisfied and sad because he will yearn for freedom. Paul learned that learning to read is the key to his freedom. He was longing for freedom because he was treated badly. I am so impressed with the effort he put forth learning how to read and be a good writer. However, he regrets learnin... ...demonstrates that my experience did not benefit me from knowledge because I felt upset that if I have not known science, I would not doubt and my trust in God would not be at stake. Our knowledge is a key to our success and happiness in our life to give us personal satisfaction. Knowledge is power but not always. Sometimes our self-awareness and growth as an individual gives us negative thoughts that make us want to go back to undo it. Everyone wants to unlearn a part in our life that brought us pain and problems. Good or bad experiences brought by true wisdom can be used for our self-acceptance, self-fulfillment and these experiences would make us stronger as we walk to the road of our so called â€Å"life†, but Douglas’s and my experience about knowledge confirmed his belief that â€Å"Knowledge is a curse†. Both of us felt frustrated and sad from learning knowledge.

Proud Moment

If I had to describe a proud moment of mine it would have to be about the summer that just recently passed. In the summer I work as a lifeguard, a serious job that isn’t always taken as serious as it should be, but when faced with danger most of the employees know what to do. Anyways, in the summer I worked as a lifeguard in the afternoons and evenings and in the morning, I would teach younger children how to swim. I was their instructor and they were my students. We had a lot of fun, and I absolutely loved teaching little kids how to do something that I love to do myself. It was hot summer day and a lot of the camp children from the local boys and girls club had just arrived. So all of the lifeguards on duty assumed their positions and conducted a swimming test for the camp kids to make sure they were capable of swimming in the deep end. Once the swim test was over we now let the public into the pool area. A good sized group arrived at the pool, the group consisted of a single lady and about 5-7 other kids. A few of the older ones in the group had been to the pool before so I knew what they were capable of doing in the water. But there was this one little girl that made her was to the deep side and I asked one of them older kids if she was able to swim in the deep end and they said yeah she was she can swim. So silly me, I believed them and continued on with my day surveying the rest of the pool. As I watched the kids climb out of the pool and go do jumps I noticed that the little girl was up next to jump. Remembering the conversation I had with the older kids, I turned to focus on something else, and the next thing I knew, the little girl was bobbing up and down, so I immediately kicked of my flip flops and jumped off of the guard chair and into the pool. I grabbed the little girl and pushed her to the wall. My adrenaline was so high, I didn’t even notice that someone had pulled her out of the water after I brought her to the side. This would have to be my proudest moment not only because I was just doing my job as a lifeguard but I had saved a little girls life. I am pretty proud of myself now even though it is 4 months later. Not much has changed but I am proud that I am enrolled in higher education trying to make something out of myself and make a good living. I am also proud that I am having fun along the way. There really aren’t any differences between these two proud moments other than one was a paying job and it was my duty to help people and now it is my personal duty to fulfill what I want out of life.

Dance Concert

CAUSE AND EFFECT ESSAY Cause and effect essays are usually taught in high school and introductory college writing courses. This type of essay does just as the title suggests; it explains the cause(s) of a problem and details the resulting effect(s). These few steps can help you write this type of essay. Suggestions: Step 1: Present an event, phenomenon or trend. This will be the cause and the starting point of your essay. You should explain the background of the cause in significant detail so your reader understands the basis of your paper. Step 2: Explain the effects of your event, phenomenon or trend.You should continually refer back to the cause to make links and connections between the cause and effect. Links and connections will help your audience effectively process the cause and effect. Step 3: Limit your major points. While there may be multiple causes or multiple effects in any given relationship, limit your points depending on the length of your essay. Too many points will only confuse your reader. Step 4: Organize your essay effectively. A good model to follow is a thesis statement that presents your event, phenomenon or trend at the beginning of the essay.Each subsequent body paragraph should start with a topic sentence that explains the cause or effect up for discussion. Step 5: End with a recap of the causes and effects discussed in your essay. In complicated essays like cause and effect, it's important to revisit the major points and the overall idea of your essay so the reader can tie together your thoughts. Sample Outline for Cause & Effect Essay (see example topics): Write an essay exploring causes, effects, or both of choosing to attend college. Write an essay exploring the effects of text-messaging, cell-phone use, or e-mail use in your life.Write an essay exploring causes, effects, or both of stress in your life (limit this to one situation) Write an essay exploring the beneficial or problematic effects of high school sports on athletes, fa milies, communities, etc. Write an essay exploring causes, effects, or both of a major life decision you have made or will make soon. Write an essay exploring effects of having the parent or parents you have had. Think about how your life has been affected and/or who you have become (â€Å"Parent† means whoever raised you). 1. Introduction Paragraph: a. Capture attention with the first sentence (could include a quote). b.Give necessary background information. c. Explain the situation in a transitional sentence. d. Give a clear thesis statement. (What are you trying to prove? Examples: â€Å"Unfair stereotypes cause problems. † â€Å"Homelessness is a big problem in Tennessee. †) e. Summarize the 3 main points to be covered (What 3 causes or effects are you going to discuss? ) See examples: These days many people like to _____. There are three main causes of ______ in America: ______, ______, and ______. There are three main effects of in America: ______, ______, and ______. There are three main reasons why people like to_____: _____, _____, and _____. . First Body Paragraph: Topic Sentence–One cause/effect/reason why†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. Support/example 1 b. Support/example 2 c. Closing sentence 3. Second Body Paragraph: Topic Sentence–Another cause/effect/reason why†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. Support/example 1 b. Support/example 2 c. Closing sentence 4. Third Body Paragraph: Topic Sentence–A third cause/effect/reason why†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. Support/example 1 b. Support/example 2 c. Closing sentence 5. Conclusion Paragraph: a. Summarize main points b. Restate thesis statement c. Suggest a solution, give moral of the story, add commentary, and/or additional thoughts