Question

analysis #2b
extend your analysis to broader implications:

• \this means that ______.\
• \as a result, we can conclude that ______.\
• \this shows that the distinction between vandalism and public art depends on ______.\
• \this means that ______.\
• \as a result, we can conclude that ______.\
• \this shows that protecting graffiti would ______.\
• \furthermore, this suggests that ______.\
• \this also reveals that ______.\
• \in other words, when graffiti ______, it functions as destruction rather than artistic expression.\

concluding sentence
synthesize your paragraphs main points:

• \therefore, graffiti that ______ should be protected as public art.\
• \in summary, when graffiti demonstrates ______, it merits recognition and protection.\
• \these examples prove that graffiti can be ______, and society should respond accordingly.\
• \therefore, graffiti that ______ should be treated as vandalism, not art.\
• \in summary, when graffiti is created without permission, it deserves ______.\
• \these examples prove that graffiti causes ____, and communities should respond by ____.\

Explanation:

Analyze the analytical sentence frames

The first section provides sentence frames to extend analysis to broader implications regarding the debate between graffiti as vandalism versus public art. These frames help transition from specific textual evidence to broader societal, legal, or artistic conclusions.

Analyze the concluding sentence frames

The second section provides sentence frames to synthesize a paragraph's main points into a final concluding sentence. It offers balanced options for both sides of the argument: one set of frames for arguing that graffiti should be protected as public art, and another set for arguing that it should be treated as vandalism.

Answer:

This worksheet provides a set of sentence frames designed to help students write analytical essays about the debate surrounding graffiti as either public art or vandalism.

Analysis Expansion Frames

These templates help extend specific textual analysis to broader societal or conceptual implications:

• "This means that ________."
• "As a result, we can conclude that ________."
• "This shows that the distinction between vandalism and public art depends on ________."
• "This means that ________."
• "As a result, we can conclude that ________."
• "This shows that protecting graffiti would ________."
• "Furthermore, this suggests that ________."
• "This also reveals that ________."
• "In other words, when graffiti ________, it functions as destruction rather than artistic expression."

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Concluding Sentence Frames

These templates help synthesize the paragraph's main arguments into a final concluding statement, categorized by the stance taken:

For arguments supporting graffiti as public art:

• "Therefore, graffiti that ________ should be protected as public art."
• "In summary, when graffiti demonstrates ________, it merits recognition and protection."
• "These examples prove that graffiti can be ________, and society should respond accordingly."

For arguments supporting graffiti as vandalism:

• "Therefore, graffiti that ________ should be treated as vandalism, not art."
• "In summary, when graffiti is created without permission, it deserves ________."
• "These examples prove that graffiti causes ______, and communities should respond by ______."