A Body 1: purpose - list every possible example about whether attendance incentives should be used in adult classes; reason - more examples will automatically persuade; evidence plan - use bus cards for students who attend a series of classes; describe an incentive policy that allows make-up attendance through tutoring; use incentives paired with goal conferences and progress checks; thesis link - save the connection for the conclusion; Body 2: purpose - add background and definitions; reason - background fills space; evidence plan - use broad facts if available; thesis link - make a general statement; Body 3: purpose - add a counterpoint without answering it; reason - essays sometimes need both sides; evidence plan - mention an opposing view briefly; thesis link - leave the reader to decide.
B Body 1: purpose - cover all three reasons in one paragraph; reason - small rewards can remind students that attendance matters, learners may miss class for work, illness, or caregiving, and students need useful lessons, not just rewards; evidence plan - mention every note briefly; thesis link - use one broad closing sentence; Body 2: purpose - define whether attendance incentives should be used in adult classes; reason - definitions create context; evidence plan - use a dictionary-style explanation; thesis link - say the issue is important; Body 3: purpose - summarize the conclusion early; reason - the reader needs closure; evidence plan - no new evidence; thesis link - repeat the thesis.
C Body 1: purpose - introduce whether attendance incentives should be used in adult classes; reason - the issue is important; evidence plan - use a general personal opinion; thesis link - restate the thesis later; Body 2: purpose - continue discussing the topic; reason - many people have views about it; evidence plan - add any remembered example; thesis link - imply the connection; Body 3: purpose - write a longer conclusion; reason - the essay needs an ending; evidence plan - repeat earlier wording; thesis link - mention the main idea again.
D Body 1: purpose - show incentives encourage persistence; reason - small rewards can remind students that attendance matters; evidence plan - use bus cards for students who attend a series of classes; thesis link - persistence supports the thesis that incentives can help; Body 2: purpose - show adult responsibilities must be respected; reason - learners may miss class for work, illness, or caregiving; evidence plan - describe an incentive policy that allows make-up attendance through tutoring; thesis link - respect for responsibilities aligns with adult-secondary needs; Body 3: purpose - show the policy should not replace instruction; reason - students need useful lessons, not just rewards; evidence plan - use incentives paired with goal conferences and progress checks; thesis link - instructional pairing keeps the outline balanced.
