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Jane Schaffer 5 Paragraph Essay Format

5 Paragraph Jane Schaffer Essay OutlineResponse to LiteratureI.Introduction paragrapha.Hook: The year is 1942 in the small town of Mulching, Germany, a suburb of the Nazi headquarters in Munich. Death awaits old and young souls alike waiting for the dawn of war. Struggle was upon the living, and travesty was upon the dead who will fight for the wrong things.b. Title, Author, Genre: The Book Thief, Markus Zusak, Fictionc. Brief overview of story/text:Young Liesel Meminger was uneducated from the start. Forced to live with a family of strangers, and to idolize the one man she distrusted the most, without understanding herself, she was pushed to find strength in herself, through books, knowledge, Max, Hans, and Rudy, and to overcome her life’s misfortunes.d. Assertion/Thesis Statement: Although Liesel Meminger faced travesty during this time period, there were other people that faced worse hardships during this era, such a Max and many other Jews alike from this time. If it hadn’t been for the rising of Adolf Hitler, Liesel may not have been the focus of the story at all; better yet she wouldn’t be the book thief.II.Body Paragraph #1a. Topic Sentence:During this time period of the Holocaust, Liesel, like many other Germans who were part of the minority in not following Hitler, had faced hardships and misunderstanding as to how there were this many followers. In comparison to Max Vandenburg, Liesel may have actually had it easy. Max was a Jew, which is basically a sign on your back that says “Kill me, torture me.” This accurately portrays the majority of Jews during Hitler’s Third Reich.

The Jane Schaffer paragraph is a five-sentence paragraph developed by Jane Schaffer, used to write essays.[1] The paragraph only makes up one of many paragraphs in an essay, most of which have a non-Schaffer-like introduction and conclusion. The structure is utilized because it is thought to help students who struggle with paragraph structure and is taught in some U.S. middle schools and in early high school classes.[2][3]


General Schaffer paragraphs have some requirements as follows:

  • Must not be written in first person
  • Every paragraph must be at least five sentences long; however, there can be more as long as the same ratio of two CMs to every CD is kept [4]
  • Each section (TS, CD, CM, CS) is only one sentence in length
  • Each section should also avoid past tense and only be written in present tense

Paragraph Structure[edit]

  • Topic Sentence (TS)
  • Concrete Detail (CD)
  • Commentary (CM)
  • Commentary (CM)
  • Closing/Concluding sentence (CS)

A basic Schaffer paragraph begins with the topic sentence—stating what the paragraph is about, then followed by a concrete detail, two commentary sentences, and a closing sentence. This is called a one-chunk body paragraph and is the most basic Schaffer model.

One of the key elements in the Schaffer program is what is called the "ratio." Ratio is the amount of Concrete Detail in a paragraph compared to the amount of commentary. In the above paragraph the ratio is 1:2. The actual ratio for response to literature is 1:2+, which means there must be at least two sentences of Commentary for each sentence of Concrete Detail like so:

  • Topic sentence (TS)
  • Concrete Detail (CD)
  • Commentary (CM)
  • Commentary (CM)
  • Concrete Detail (CD)
  • Commentary (CM)
  • Commentary (CM)
  • Closing/Concluding sentence (CS)

Note that the ratio is still 1:2+ (At least twice as much Commentary as there is Concrete Detail)

Topic sentence/statement (TS)[edit]

This sentence should state the main point of the paragraph and be straight to the point

Example 1: Cinderella lives a miserable life.
Example 2: Global warming is a world problem and needs to be stopped.

Concrete detail (CD)[edit]

This sentence is the "what" is happening. It should be either facts, examples, illustrations, evidence, support, plot references, paraphrases, citations, quotations, plot summary, etc. It should be a concrete detail and should start with 'for example' or a different transition.

Example 1: For example, she does all the cooking, cleaning, and sewing.
Example 2: If it is not stopped, statistics show that the world will be drastically hurt.


There are one or two commentary sentences in each chunk. They contain no facts, rather, comments from the paragraph writer about the fact presented in the CD. This sentence contains analysis, interpretation, character feelings, opinions, inference, insight, reasons, or color commentator. It is important that the commentary explain how the concrete detail helps prove the writer's point (the TS).

Example 1:
CM1: This shows that she feels taken advantage of by her selfish stepmother and stepsisters.
CM2: This is important because her horrible life gives her a present, her fairy godmother.
Example 2:
CM1: Global warming should be man's greatest worry.
CM2: This is because the Earth can become negatively and drastically affected world wide.
CM3 Commentary sentence is an opinion and a reaction.

General practice is that commentary sentences often start with a transition such as the following:

  • This (also) shows that
  • This is (important) because
  • In addition
  • Furthermore,
  • Therefore,
  • Also
  • For example,

Concluding sentence / closing sentence (CS)[edit]

The Concluding Sentence (CS) is the closing sentence that wraps up the TS and sums up the paragraph. It closes up the thoughts and gives insight to the next paragraph. Emotional or connotative words are preferred here usually beginning with "As a result" or another concluding sentence.

Example 1: As a result, she becomes a princess.
Example 2: Therefore, global warming is top priority and cannot be ignored.


External links[edit]