Directions—INSERT, PAGE NUMBER, TOP OF PAGE, PLAIN # 3, TYPE LAST NAME IN FRONT OF

NUMBER) YOUR LAST NAME 1

Your Name

Period _________

21 December 2016

CZ

Title: Title

Disclaimer: This outline/informative research essay template is not double-spaced and the margins are not one-
inch. It will be necessary to double-space submitted essay as well as designate one-inch margins.. Eventually,
all paragraphs will be combined to compile a five (5) paragraph essay (Intro, 3 BPs, CP). At present, the goal
is to compile one paragraph, Body Paragraph Two-Purchasing a Vehicle. *Provide logical transition
throughout body paragraph .

I. Introductory Paragraph (Compiling an introduction that lends itself to the focus/thesis statement
instead of merely the topic per each paragraph -- purchasing a vehicle per body paragraph two--
will be advantageous in the long run) EDIT OR REWRITE INTRO PAR. FROM
SUBMISSION PER BODY PAR. ONE

A. Hook:
B. Comment on Hook
C. Comment-start transitioning into F/TS
D. Comment-transitioning into F/TS below
E. Funnel into Focus/Thesis Statement: It is imperative that young adults develop financial responsibility
as they undertake three major, adult financial enterprises: obtaining and maintaining proper credit,
purchasing a vehicle, and purchasing a home. PLACE THIS SENTENCE AS THE LAST
SENTENCE IN INTRODUCTORY PAR
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II. Body of Paragraph Two

A. ***Transitional sentence per Body of Paragraph TWO—transitioning from F/TS into cite
statement one: It is imperative that young adults acknowledge financial responsibility to proplerly
purchase a vehicle. PLACE THIS SENTENCE AS THE FIRST SENTENCE IN BODY PAR.
TWO

Words that are underlined at the beginning of all Cite Statements are transitional words that MUST be placed in paragraph.

CS#1 Body Paragraph # TWO: USE SOURCE “Five Financial Steps to Purchasing a Vehicle”— read
and find a strong cite statement—follow the MLA in the article to parenthetically document this article.
*Provide logical transition. Example: To begin, “the myth is that younger buyers do not purchase
new vehicles because they no longer care about them. It could not be further from the truth. In
reality, they tend to feel a deep emotional connection to their vehicles and would love to buy a new
one. The main reason why they do not is because they cannot afford to do so” (Strategic).

B. COMMENT (Expounding) STATEMENT(S) per CS#1: USE SOURCE “Five Financial Steps to
Purchasing a Vehicle”— provide a strong commented statement per CS#1 *Provide logical
transition from CS#1 to flow into expounding statement. The reality of owning a new vehicle comes
to fruition after school loans and more modern day expenditures have been assessed within the
realm of young adults’ financial budgets; hence, car manufacturers have become savvy, building a
brand reputation as they await young consumers’ ability to purchase (Strategic).

NOTE: RED LINE = SEPARATION BETWEEN ALL CSs/Comment Statements

IN BODY PARAGRAPH TWO

C. CS#2 Body Paragraph # TWO: USE SOURCE ‘Dear Auto Industry: We Love Your Vehicles, But
We Can’t Afford Them.’-- Gen Y - Strategic Vision Dispels Myths about Millennials and New Car
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Purchases”— read and find a strong cite statement—follow the MLA in the article to parenthetically
document this article. *Provide logical transition. Example: Moreover, young adults can perceive
financial responsibility when purchasing a vehicle by acknowledging that the key to affording the
optimal dream ride necessitates getting their financial situation under control before stepping
foot on the car lot (Rivero).

D. COMMENT (Expounding) STATEMENT(S) per CS#2: USE SOURCE ‘Dear Auto Industry: We
Love Your Vehicles, But We Can’t Afford Them.’-- Gen Y - Strategic Vision Dispels Myths about
Millennials and New Car Purchases”— provide a strong commented statement per CS#2 *Provide
logical transition. Young adults need to determine if they can afford to add the expense of a vehicle
to their budget. Rivero suggests that a general rule be followed: “the monthly car costs, including
loan payment, auto insurance, and fuel costs, shouldn't exceed 20 percent of disposable income –
the money left over after paying bills, living expenses, and debts.”

______________

E. CS#3 Body Paragraph # TWO: USE a SOURCE found in DESTINY. Remember to look for a
source that coincides with being financially responsible when properly purchasing a vehicle.
Possibly, a “fact” contained in the other two sources can be researched and a third source retrieved per
that “fact”, for that particular fact was not chosen as cite statements or expounding statements
previously. *Provide logical transition. Finally, young adults determined to be financially
responsible when properly purchasing a vehicle should…
F.
Some suggestions: Economy vs Luxury
Transportation Needs vs. Transportation Wants
Sporty vs. Car Insurance Companies
Power vs. Fuel Economy

G. COMMENT (Expounding) STATEMENT(S): USE the SOURCE found—provide a strong

commented statement per CS#3 *Provide logical transition.
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Concluding Statement

A. Provide closure for body paragraph two, compiling a concluding sentence. Concluding sentence for
body paragraph two must utilize the words properly purchasing a vehicle and then include the facets of
all three cite statements. Concluding sentence is the second-to-the-last sentence in Body Paragraph Two.

Example: Acknowledging some basic principles of purchasing a vehicle as regards capability of acquiring a
vehicle, affordability of a vehicle, and practicality of vehicle choice will deem young consumers financially
savvy.

Compile summarization: one to two sentences with assistance from Formulaic Writing model –
Concluding Statement on website

B. Compile a TRANSITION STATEMENT to help transition into Body Paragraph Three, which will be

written at a later date. The transition statement MUST include the words properly purchasing a home

and financial responsibility. The transition sentence is the last sentence in body paragraph two.

Example: Being financially savvy when purchasing a home is just as crucial.

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* Transitional Devices
Summary:
A discussion of transition strategies and specific transitional devices.
Contributors:Ryan Weber, Karl Stolley
Last Edited: 2011-02-02 04:32:35

Transitional devices are like bridges between parts of your paper. They are cues that help the reader to
interpret ideas a paper develops. Transitional devices are words or phrases that help carry a thought from
one sentence to another, from one idea to another, or from one paragraph to another. And finally,
transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or
breaks between ideas.

There are several types of transitional devices, and each category leads readers to make certain
connections or assumptions. Some lead readers forward and imply the building of an idea or thought,
while others make readers compare ideas or draw conclusions from the preceding thoughts.

Here is a list of some common transitional devices that can be used to cue readers in a given way.

To Add:

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly,
what's more, moreover, in addition, first (second, etc.)

To Compare:

whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where,
compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in
contrast, although this may be true

To Prove:

because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in
fact, in addition, in any case, that is
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To Show Exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time:

immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second,
etc.), next, and then

To Repeat:

in brief, as I have said, as I have noted, as has been noted

To Emphasize:

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly,
always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly,
undeniably, without reservation

To Show Sequence:

first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this
point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously,
concurrently, thus, therefore, hence, next, and then, soon

To Give an Example:

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of,
to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude:

in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence,
therefore, accordingly, thus, as a result, consequently

Copyright ©1995-2014 by The Writing Lab & The OWL at Purdue and Purdue University.