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Hamburger Paragraph Template for Essay Writing

3-minute read

• 3rd November 2023

It almost sounds like something you might see on a menu at a fast-food restaurant, but a “hamburger paragraph” is a method of essay writing often taught in schools to help students structure their paragraphs effectively. Just as a burger consists of various layers that come together to create a satisfying whole, an essay is built up of paragraphs that follow a specific structure.

In this blog post, we’ll explore the concept of a hamburger paragraph and how it can serve as a handy template for essay writing.

Hamburger Paragraph Template

The template below lists the “ingredients” of a hamburger paragraph:

Top Bun (Topic Sentence):

Introduce the main idea of the paragraph .

Filling (Supporting Detail #1):

Introduce your first supporting detail or example that backs up your main idea.

Filling (Supporting Detail #2):

Introduce your second supporting detail or example.

Filling (Supporting Detail #3):

Introduce your third supporting detail or example. Note: Depending on the depth required, you may have more or fewer supporting details.

Bottom Bun (Concluding Sentence):

Wrap up the paragraph by restating or summarizing the main idea – or transition to the next paragraph . Ensure that every main point or idea presented in the paragraph is well-supported and rounded off with a conclusion or transition.

Example of a Hamburger Paragraph Using the Template

Here’s a paragraph about dogs written following the hamburger paragraph method:

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Dogs have a reputation for being loyal companions.

Filling #1:

Historically, dogs have been known to travel vast distances to reunite with their owners.

Filling #2:

Many breeds have been specifically bred for their loyalty traits, such as Golden Retrievers and German Shepherds.

Filling #3:

Pet owners’ personal experiences further support the claim, with countless stories of dogs displaying unwavering loyalty in various situations.

Bottom Bun:

With their history, breeding, and the personal anecdotes of many, it’s clear why dogs are cherished for their loyalty.

The  hamburger template assists writers, especially those new to essay writing, in assembling a well-structured essay, helping them organize their thoughts and research into a logical format that readers can easily follow. Students can use this structure to ensure they’re fleshing out their ideas adequately and maintaining a logical flow throughout their essays.

So next time you’re writing an essay, think of your paragraphs as a delicious stack of hamburger paragraphs, with each one adding a unique flavor to your overall composition. If you’d like a professional proofreader to review your essay and its structure once you’ve completed your first draft, we’d be happy to help. Check out our essay proofreading services , or try us out by submitting a free sample !

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How to turn the high school “hamburger” essay into a university-level paper

It goes by many names: the 5-paragraph essay, three-tier paper, or 1-3-1 model, to name a few. Many of you know it as the “hamburger” essay – an easy-to-follow model for writing papers that’s often taught in North American high schools.

During my first semester of undergrad, I heard it again and again from my professors and TAs: don't submit a hamburger essay. "Forget everything you learned in high school," they told me, "university writing is different!"

I had always done well on my high school writing assignments. I thought essay writing in university would be a breeze. So, the idea of throwing away all my past knowledge and practice felt confusing and overwhelming. If I wasn’t supposed to write essays in university the same way I wrote them in high school, then how was I supposed to write at all? And where was I supposed to learn these mysterious new writing techniques, anyway?

Now, after many years of honing my academic writing skills and becoming a writing instructor myself, I’m here to say, loud and proud:  I love the hamburger essay.

This is somewhat of a controversial statement in higher education. For years, many professors have condemned the “hamburger” model of essay writing, resenting its rules and restrictions. And while many of these critiques are valid, I believe there are too many valuable aspects of the hamburger essay to throw it away altogether. In fact, many of the  same techniques  that make a hamburger essay great, can also be used to craft a quality academic paper.

So no, you don’t need to “forget everything you learned in high school” when it comes time to write your first university essay! Keep reading to learn how you can use turn your high school hamburger essay into a strong university-level paper.

What is the hamburger essay?

The hamburger essay is well-known and well-loved because of its simple and easy to remember structure. If you're new to the hamburger essay, check out the diagram below to learn more about how it works.

In short, each ingredient of the hamburger represents a different paragraph of the essay. It starts with an introduction paragraph and ends with a conclusion paragraph, represented by the top and bottom buns, respectively. Just like a real burger bun, these paragraphs frame the juicy contents inside – the body paragraphs – which are each represented by a different topping: lettuce, tomato, or patty.

Pay attention to the order of toppings in the hamburger essay. The lettuce comes first; it’s light and flimsy, representing one of the lighter arguments of the paper. The tomato is somewhat more robust (in terms of argument), while the patty at the end is the true “meat” of the essay. Just like the toppings of a hamburger in real-life, the body paragraphs build on one another to fill out the paper, giving it substance and flavour.

How to use the hamburger model in university

If you’re already familiar with the hamburger or 5-paragraph essay model, there are many great aspects of it that you can keep and adapt in your university essay writing . Keep reading to learn how!

1. The top bun (a.k.a the introduction paragraph)

The hamburger essay begins with a strong introduction paragraph (the top bun) that sets up the rest of the paper and presents the essay’s primary  thesis statement  or argument. In high school, students are often taught to begin their introduction paragraph with the broadest or most general information first, and gradually narrow in on the specifics. They’re also taught to begin the introduction with a narrative hook – a catchy phrase or fact to grab the reader’s attention – and to end the introduction with a “road map,” which outlines what each paragraph of the essay will discuss, in the order of information presented.

Although at the university level, introductions may be longer than one paragraph (depending on the length of the essay overall), they should still begin with more general contextual information first, then narrow in on a more focused thesis statement . This structure helps guide the reader by presenting them with the background information they require for the thesis and body paragraphs to make sense.

You can also keep the introductory “hook” and “road map” pieces of the hamburger introduction, but note the differences in what these elements look like at the university level. While high school writers often try to catch the reader’s attention by asserting a universal or historical truth (e.g. “Since the dawn of time…” or “Throughout history…”), a hook at the university level should  remain focused on the specific topic at hand  – a surprising fact or statistic works well here.

Additionally, while a high school-level road map might outline the topic of each and every body paragraph in the essay, a university-level road map should be less detailed. Because university papers are typically longer than high school papers, it makes more sense to only mention the paper’s main overarching arguments  (if at all) in the road map section, rather than summarize every paragraph.

To learn more about how to write a strong university-level introduction,  check out this WCC resource  on introductions.

2. The bottom bun (a.k.a. the conclusion paragraph)

The hamburger essay ends with a satisfying conclusion paragraph (the bottom bun) that summarizes its findings and wraps up the paper’s arguments. High school students are often taught to structure their conclusion paragraph in the reverse order of the introduction,  beginning with the most specific information and broadening out to the most general . Hamburger essay conclusions often restate the thesis at the start of the paragraph, then go on to summarize each point of the essay.

At the university level, you should continue to structure your conclusion by presenting the most specific pieces of information related to your thesis first, followed by the more general ideas. Structuring your conclusion this way helps  transition the reader out of the paper’s arguments and into a broader reflection on the topic .

However,  you don’t have to limit yourself to only one paragraph  for your conclusion (hint: introductions and conclusions typically make up 10-15% of the essay length overall). And while it’s good practice to remind your reader of the essay’s main arguments and findings, too much repetition can be a bore. Try focusing instead on the  significance  of the paper’s claims and discoveries to highlight for the reader why your essay matters – why your thesis is significant in a larger context.

For deeper insight into how to write a university-level conclusion,  view our conclusions resource  here.

3. The toppings (a.k.a. the body paragraphs)

The body paragraphs of a hamburger essay are its meatiest parts (pun intended). In high school, students are often taught to explain, and provide evidence for, their main thesis by presenting three distinct points in three separate body paragraphs, ordered roughly from the weakest point to the strongest. In this model, each body paragraph supports the essay’s thesis by providing a new piece of information to back-up the author’s primary claim. Also, each paragraph articulates its main point in a single topic sentence at the beginning of the paragraph.

For university essays, there’s a lot to like about the hamburger essay paragraph model. For example, it’s important that each paragraph of your university-level paper works to substantiate the paper's overarching thesis statement . This will prevent your essay from going off on tangents – that is, presenting ideas or research that are not directly related to the essay's focused goal. You should also pay attention to the order of ideas presented; while ordering your points from weakest to strongest (as in the hamburger model) isn’t necessary, there should be a  logical flow to your ideas . Ask yourself: what does my reader need to understand first in order to understand what’s coming next?

Topic sentences are also super useful in academic papers : they help alert the reader to the paragraph’s main idea and provide context for the evidence presented within the paragraph itself. In a traditional academic essay, readers should be able to read the first sentence (or two) of each paragraph only, and still have a strong idea of the paper’s main arguments and points.

However,  university-level essays can – and should – have more than three body paragraphs . This is perhaps the biggest complaint against the hamburger essay structure: that it tricks students into thinking they can only provide three pieces of evidence to back-up their thesis statements. Academic essays, especially research essays, should present the reader with a great breadth of evidence and information to prove their claims. It’s up to you – the writer – to decide how much evidence is needed, and how it can be organized logically into body paragraphs for the reader to follow.

On a similar note,  some points in your academic paper will require more than one body paragraph to develop,  and that’s ok! Let’s say, for example, that you’re writing an essay on the benefits of free community programming for reducing loneliness amongst senior citizens. It may take only one paragraph to present your research on loneliness amongst seniors, but maybe three or four paragraphs to show why publicly-funded programs are attractive to senior citizens in particular.

While some students believe, based on the hamburger model, that each new paragraph requires a brand new topic or point, in reality, there is more flexibility to the “rules” of academic writing. As long as each of your paragraphs is tackling one coherent idea at a time,  you may choose to develop a single point over numerous body paragraphs . This is especially true if you have a lot of evidence to discuss!

To learn more about how to write strong body paragraphs at the university level,   check out this WCC resource   on body paragraphs.

Final thoughts…

Keep in mind that  every writing assignment in university is different  and not all papers follow the traditional essay format. In fact, most essay assignments come with specific guidelines from the professor, which you should always follow with care, and ask questions about if you’re unsure.

If you’re transitioning from high school and looking for help with your writing projects, why not check out our new program for first-years, Waterloo Ready to Write ! Or book an appointment with one of our friendly and helpful writing instructors at the WCC. We would love to help you out.

Writing essays in university can be intimidating, especially if you’re new at it. But remember, you’re here for a reason, and you’ve already got a great foundation to start from! Try to think about writing in university as an extension and adaptation of what you already know. If you have an open mind, take your professors’ feedback to heart, and push yourself to try new things, you’ll be setting yourself up for success.

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How to Write a Hamburger Paragraph

Last Updated: December 30, 2022 Fact Checked

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 10 people, some anonymous, worked to edit and improve it over time. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 92,343 times. Learn more...

Writing a thorough but effective paragraph can be hard, especially if you're still learning some techniques for structuring your writing. The hamburger paragraph technique is easy to remember and easy to use; it offers a "recipe" for writing full and "meaty" paragraphs. Get started a step number one.

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• If you are having problems remembering how to write a hamburger paragraph, draw a picture of the hamburger and on each part either write "Topic Sentence", "Detail," or "Closing Sentence". Thanks Helpful 0 Not Helpful 0

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Nursing program: Research skills: The hamburger technique of writing

• Evaluating sources: C.A.R.S.
• Searching PubMed
• Reading articles
• Health statistics
• Advanced Google use
• Professional writing
• Avoiding plagiarism
• The hamburger technique of writing
• What is evidence-based practice?
• Finding EBP resources

The "hamburger technique" of writing

The "hamburger technique" of writing.

It is important that the majority of your writing in a research paper is YOURS. Even if you are citing your sources, the general rule is that 2/3 of the words in your research assignments should be your own. If your paper consists of nothing but quotes, you are not demonstrating that you understand the material nor are you providing your own analysis of that material. One writing method you can follow to help you do this is called the hamburger paragraph .

Hamburger paragraph:

• Some instructors will call this the sandwich paragraph method or even the Oreo method (which you may have heard before). Keep in mind that this method applies to body paragraphs, which are basically any paragraph in a paper other than the introduction and conclusion paragraphs. 

Building the burger:

• Top bun: The topic sentence, or argument. The first sentence of a paragraph should clearly state the paragraph’s main idea.
• Condiments: Your evidence (quotes & paraphrased information from your sources). When using quotes, remember that a little goes a long way!
• Cheese, pickles, onions, lettuce, tomato, burger: Your analysis. The bulk of the paragraph! This is where you explain the significance of the evidence in your own words. This section is crucial to your paragraph. Don't get caught in a quote trap. Which is stringing quotes together without explaining their purpose. If you do not back up your quotes or paraphrased information, your writing will be weak and your reader (which at TCC is your teacher) will not be convinced that you understand the material you are writing about.  
• Bottom bun: Sentence relating the paragraph back to the thesis statement and transitioning to the next body paragraph.

Here's a diagram to illustrate the concept: 

(click on image to enlarge)

Example with a paragraph:

Here is another example of a simple "evidence sandwich" paragraph in the middle of a research paper that paraphrases information about using social media in the classroom. If you were to use a direct quote instead of paraphrasing, this is where you would want to place the quote. 

Variations on the hamburger method:

Remember...

• You can use variations on this formula.  For example, you could make this paragraph longer by including more analysis of the researchers’ findings.
• Or you could include a second piece of evidence (more filling!) to further back up your point.  If you add more filling, you might want to balance it by adding another slice of bread, too (that is, more of your own analysis).

Not every paragraph in your paper has to follow this formula, or even necessarily include outside evidence. But this is a classic formula that can serve you well throughout your college career. Just remember, you can't just plop a quote into a paragraph and move on - you must explain what the quote means or why the information is important in your own words - this is your analysis. Don't use quotes to fill space. Adding information into your paper should do just that, ADD to it - compliment it. Don't include useless information, but be picky and use quotes only when you intend to talk about what they mean and why they matter to your argument! 

One last note:

And again, making sure you correctly paraphrase, quote, summarize and CITE is key to avoiding plagiarism!

Diagram source: " Paragraph burger " by M. Persson, 2013, Educational use.

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• Last Updated: May 15, 2024 9:51 PM
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Why a Hamburger?

Essentially, what he -- and a lot of college professors want -- are formulaic essays that often lack the kind of artistry and creativity you may have developed and nutured. In fact, for English Language learners, the grades of the writing competency exams are graded based mastery of this formula. The "hamburger paragraph," often taught in elementary schools, provides a basic map outlining how the paragraph will begin, what it will contain, and how it will conclude. In fact, for English language learners, the writing placement exams are graded based mastery of this formula. --> Why a hamburger? Because the "structure" or a hamburger is surprisingly similar to the structure of academic paragraphs and essays with five main ingredients, but moving from the least-to-the-most important reasons: 1. The Top Bun (the Topic Sentence) 2. The Lettuce (the Least Important Reason) 3. The Tomato (the Next Most Important Reason) 4. The Meat (the Most Important Reason) 5. The Button Bun (the Conclusion) HamburgerParagraph.com starts with an outline and builds from there. Students never have to rewrite anything, even if they make changes For each type of paragraph or essay -- compare-and-contrast, cause-and-effect, persuasive -- the basic structure is slightly different, but if you start with a solid cause-and-effect paragraph you can build a cause-and-effect essay sentence by sentence, with the appropriate transitions. The hamburger structure gives the paragraph a plump hamburger shape . Each can be printed in a Word document. To see how this can help you write an essay? Let's start with The Top Bun

Using the "Hamburger Method" to Write an Essay: Planning the Essay

• Planning the Essay
• Writing Paragraphs

Use the video and downloadable documents on the left to help you follow the instruction in the right-hand column.

The Top Bun: The Introduction Paragraph

• Begin with a "hook" to catch your reader's attention and then broad general information to introduce your topic.
• Narrow down your information and end your introduction with your thesis statement. See video  How to Write a Thesis for Beginners for more help.
• The premises of your thesis statement provide the road map for your body paragraph.

The Good Stuff: The Body Paragraphs

• Each body paragraph supports a premise from your thesis.
• See the next tab "Planning the Paragraph" for tips on writing your body paragraphs.
• Begin with your weakest point and build to your strongest.
• Your ideas should have a logical flow
• Some premises will take more than one paragraph to fully develop or defend a single premise.
• As your writing skills advance, your university-level papers should have more than three body paragraphs.
• Ultimately the instructor's assignment guidelines and you, as the author of the paper, decide how many paragraphs are needed to provide the proper evidence to support your premises.
• When moving beyond the three paragraph model, pay close attention to the logical arrangement of your paragraphs to ensure your reader can follow your thought processes.

The Bottom Bun: The Conclusion Paragraph

• Restate your thesis statement using different words.
• Summarize each paragraph or premise of your essay.
• Impact : a compelling fact, quote, or statistic that hightlights the impact of your topic or argument
• Synthesis: how the paper's most important arguments connect and why the connections are significant
• Applications: how your findings can be used in other contexts
• Implications : broad efffects or consequences of your thesis
• Proposal: a course of action or resolution to a problem presented in the paper

Adapted from Dunn, Emma, "How to Turn the High School "Hamburger" Essay into a University-level Paper." Writing and Communication Centre: September 14, 2020. University of Waterloo. Accessed November 24, 2023. https://uwaterloo.ca/writing-and-communication-centre/blog/how-turn-high-school-hamburger-essay-university-level-paper. 

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How To Write an Essay

Make writing an essay as easy as making a hamburger

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Structuring the Essay (aka Building a Burger)

Choosing a topic, drafting the outline, creating the introduction, writing the body of the essay, concluding the essay.

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Writing an essay is like making a hamburger. Think of the introduction and conclusion as the bun, with the "meat" of your argument in between. The introduction is where you'll state your thesis, while the conclusion sums up your case. Both should be no more than a few sentences. The body of your essay, where you'll present facts to support your position, must be much more substantial, usually three paragraphs . Like making a hamburger, writing a good essay takes preparation. Let's get started!

Think about a hamburger for a moment. What are its three main components? There's a bun on top and a bun on the bottom. In the middle, you'll find the hamburger itself. So what does that have to do with an essay? Think of it this way:

• The top bun contains your introduction and topic statement. This paragraph begins with a hook, or factual statement intended to grab the reader's attention. It is followed by a thesis statement, an assertion that you intend to prove in the body of the essay that follows.
• The meat in the middle, called the body of the essay, is where you'll offer evidence in support of your topic or thesis. It should be three to five paragraphs in length, with each offering a main idea that is backed up by two or three statements of support.
• The bottom bun is the conclusion, which sums up the arguments you've made in the body of the essay.

Like the two pieces of a hamburger bun, the introduction and conclusion should be similar in tone, brief enough to convey your topic but substantial enough to frame the issue that you'll articulate in the meat, or body of the essay.

Before you can begin writing, you'll need to choose a topic for your essay, ideally one that you're already interested in. Nothing is harder than trying to write about something you don't care about. Your topic should be broad or common enough that most people will know at least something about what you're discussing. Technology, for example, is a good topic because it's something we can all relate to in one way or another.

Once you've chosen a topic, you must narrow it down into a single   thesis or central idea. The thesis is the position you're taking in relation to your topic or a related issue. It should be specific enough that you can bolster it with just a few relevant facts and supporting statements. Think about an issue that most people can relate to, such as: "Technology is changing our lives."

Once you've selected your topic and thesis, it's time to create a roadmap for your essay that will guide you from the introduction to conclusion. This map, called an outline, serves as a diagram for writing each paragraph of the essay, listing the three or four most important ideas that you want to convey. These ideas don't need to be written as complete sentences in the outline; that's what the actual essay is for.

Here's one way of diagramming an essay on how technology is changing our lives:

Introductory Paragraph

• Hook: Statistics on home workers
• Thesis: Technology has changed work
• Links to main ideas to be developed in the essay: Technology has changed where, how and when we work

Body Paragraph I

• Main idea: Technology has changed where we can work
• Support: Work on the road + example
• Support: Work from home + example statistic

Body Paragraph II

• Main idea: Technology has changed how we work
• Support: Technology allows us to do more on our own + example of multitasking
• Support: Technology allows us to test our ideas in simulation + example of digital weather forecasting

Body Paragraph III

• Main idea: Technology has changed when we work
• Support: Flexible work schedules + example of telecommuters working 24/7
• Support: Technology allows us to work any time + example of people teaching online from home

Concluding Paragraph

• Review of main ideas of each paragraph
• Restatement of thesis: Technology has changed how we work
• Concluding thought: Technology will continue to change us

Note that the author uses only three or four main ideas per paragraph, each with a main idea, supporting statements, and a summary. 

Once you've written and refined your outline, it's time to write the essay. Begin with the  introductory paragraph . This is your opportunity to hook the reader's interest in the very first sentence, which can be an interesting fact, a quotation, or a  rhetorical question , for instance.

After this first sentence, add your thesis statement . The thesis clearly states what you hope to express in the essay. Follow that with a sentence to introduce your  body paragraphs . This not only gives the essay structure, but it also signals to the reader what is to come. For example:

Forbes magazine reports that "One in five Americans work from home". Does that number surprise you? Information technology has revolutionized the way we work. Not only can we work almost anywhere, we can also work at any hour of the day. Also, the way we work has changed greatly through the introduction of information technology into the workplace.

Notice how the author uses a fact and addresses the reader directly to grab their attention.

Once you've written the introduction, it's time to develop the meat of your thesis in three or four paragraphs. Each should contain a single main idea, following the outline you prepared earlier. Use two or three sentences to support the main idea, citing specific examples. Conclude each paragraph with a sentence that summarizes the argument you've made in the paragraph. 

Let's consider how the location of where we work has changed. In the past, workers were required to commute to work. These days, many can choose to work from the home. From Portland, Ore., to Portland, Maine, you will find employees working for companies located hundreds or even thousands of miles away. Too, the use of robotics to manufacture products has led to employees spending more time behind a computer screen than on the production line. Whether it's in the countryside or in the city, you'll find people working everywhere they can get online. No wonder we see so many people working at cafes!

In this case, the author continues to directly address the reader while offering examples to support their assertion.

The summary paragraph summarizes your essay and is often a reverse of the introductory paragraph. Begin the summary paragraph by quickly restating the principal ideas of your body paragraphs. The penultimate (next to last) sentence should restate your basic thesis of the essay. Your final statement can be a future prediction based on what you have shown in the essay. 

In this example, the author concludes by making a prediction based on the arguments made in the essay.

Information technology has changed the time, place and manner in which we work. In short, information technology has made the computer into our office. As we continue to use new technologies, we will continue to see change. However, our need to work in order to lead happy and productive lives will never change. The where, when and how we work will never change the reason why we work.

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Free Editable Hamburger Paragraph Examples

Frequently writing reports and paragraphs is common for students and professionals. In writing paragraphs, the thing that matters the most is your original writing. Even if you use helping content and websites, your writing skills will demonstrate your understanding of the topic. Hamburger paragraph is the most suitable graphic organizer for writing essays, paragraphs and reports.

1. What is a Hamburger Paragraph?

A hamburger paragraph is a graphic organizers that illustrates the key parts of paragraphs or other writings. It outlines the main points of various writings such as reports and essays to ensure that the writer follows the correct format and information hierarchy. Educators use hamburger graphic organizers to help students understand how to convert their ideas into organized text. With its help, most students learn to share their concepts with cohesive paragraphs and better understand paragraph writing structure.

2. Hamburger Paragraph Examples

Here are some of the most commonly used hamburger paragraph templates from EdrawMax's templates community. The purpose of these templates is to help students understand the concept of writing structures and idea organization. A hamburger graphic organizer makes it easier to visually represent the relationship between information in any paragraph or report. Our paragraph hamburger templates examples will help you better understand hamburger format writing. Check out these examples and pick a suitable template for your writing assignment.

Example 1: Hamburger Paragraph

This is a hamburger paragraph template. There are three parts of a paragraph hamburger. The first part is the top bun, which is the topic sentence of your writing. In this part, you explain your paragraph and your main idea. Under the topic sentence, you add the burger filling, which contains supporting information regarding your topic sentence. The third part is the bottom bun of the hamburger. You conclude your paragraph in this section by writing a few sentences about your main idea and making a reference to your topic sentence.

Example 2: Hamburger Graphic Organizer

This is an example of a hamburger graphic organizer. Students use these templates to make assignments and improve their writing skills and idea organization. The hamburger in this template contains five parts. The top bun where students add their topic sentence and give the main idea. The second part contains supporting sentences to provide more information about the topic. The third part connects to the second part and gives more supporting information about the subject. With such a template, you can keep adding supportive details till you prove your point and reach a conclusion.

Example 3: Hamburger Writing

Hamburger writing outlines come in various formats, but the key structure of each hamburger graphic organizer is similar. The template in this example resembles a hamburger from the inside and outside. The topic, supporting, and conclusion are part of the hamburger. Paragraph hamburger template helps you understand an ideal way to depict the relationship between pieces of information. The paragraph starts with the topic sentence and the main idea. In the filling section, you add two or three supporting paragraphs and conclude your writing in the last area.

Example 4: Hamburger Paragraph Writing Template

A hamburger paragraph writing template is mainly used for teaching purposes, and it helps students understand various writing structures and graphic organizers. There is a hamburger on the left side and a writing area on the right side in this example. The colors and lines represent which part of the hamburger represents which part of the paragraph. The top bun is the topic sentence, the filling is the supporting sentence, the bottom bun is the conclusion sentence. Students have to write the main idea, details and conclusion of the paragraph in an organized order.

Example 5: Hamburger Paragraph Examples

This is one of the most commonly used hamburger paragraph examples. There are three parts to this sandwich template. The topic sentence is the first part where students write the main idea of the target paragraph to explain the purpose of their writing. The second part is the body of the sandwich, which is further divided into two or three sections. Each of these sections contains details and supporting sentences regarding the topic sentence. All arguments and related information are mostly written in the body. In the last part, students conclude their writing and give their final thoughts.

Example 6: Hamburger Paragraph Template

The hamburger paragraph templates use a hamburger as a metaphor to describe the writing structure of any paragraph or report. The first section of the paragraph is the topic sentence that resembles any hamburger's top bun, and it provides the main idea and direction of the paragraph in question. The second section is the details and support statements that resemble the filling in a hamburger. The third section is the paragraph's conclusion that mirrors the bottom bun of a hamburger.

Click on the image to edit. Source: EdrawMax Online

3. Online Hamburger Graphic Organizer Maker

A graphic organizer maker is a helping tool for educators and students to create hamburger graphic organizers for assignments and other teaching purposes. EdrawMax Online is the best hamburger graphic organizer maker out there. Most educators use paragraph hamburgers to teach their students, but they don't usually have spare time to make a graphic designer from scratch because it takes some time and effort.

With EdrawMax, teachers can use professional templates and customization tools to create any graphic organizer in minutes. Having pre-made templates makes all the difference because there is zero possibility of making any mistake or using the wrong format.

4. Key Takeaways

Hamburger paragraph helps students understand how to organize ideas and share their concepts. It is a creative method to showcase the ideal paragraph writing structure. The hamburger graphic organizer contains the key parts of a paragraph, and it takes a hamburger as a metaphor to organize information. It helps increase students' creativity while learning how to relate information in paragraphs.

As a result, it is important to find a stauible tool for making hamburger paragraph examples. EdrawMax Online is an ideal graphic organizer maker, because it only takes a few clicks for you to select a template and create a hamburger graphic organizer . You also find many shapes and icons in its symbol library. Find more graphic organizer template in the template community.

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The Hamburger Method for Essay Writing

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While researching a longer piece on opioid use, our Education Week video team came across Briana Sotomayor—a 4 th grader in rural Jackson County, W.V., who wrote an award-winning essay for her district’s drug-and-alcohol prevention competition.

In this video, Briana describes an approach to essay writing used in many elementary classrooms across the country in which the image of a hamburger serves as a graphic organizer. The top bun is the thesis, the bottom bun the conclusion, and the meat, cheese, and veggies—the details—are sandwiched in between. Rhonda Jelich, the district’s director of elementary education and staff development, explained to Education Week that the hamburger model is one of many age-appropriate methods for giving all students a writing structure.

And since kids like hearing from kids, it’s the kind of short video teachers may want to show in their classrooms to get students going with the literacy strategy.

A version of this news article first appeared in the Curriculum Matters blog.

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How to Teach Paragraph Writing with a Hamburger!

Writing a good, solid paragraph is the basis of writing composition. In fact, the ideas we teach our elementary students about paragraph writing will be used throughout their lives. Secondary school research projects need good paragraphs. College entrance essays need good paragraphs.  Professional writing for any number of careers needs good paragraphs, too! So why not engage your students with something they love and make the concept of a good, solid paragraph stick?  Teaching hamburger paragraph writing for elementary students using the hamburger style model is my favorite (and the most effective) way of teaching how to write a paragraph.

Teaching the Hamburger Model for Writing Using a Guided Approach

Over the years I have taught paragraph writing in many different ways.  Some worked and some, well… not so much.  One of the biggest things I’ve learned over the years is that teaching the paragraph as a whole and then sending my students off to write a paragraph is not the best approach. I now use a guided approach to teaching paragraph writing with much more success.

A guided approach involves breaking the task down into its parts and teaching each part individually.  Once students have learned and practiced each part, then, and only then, do we put it all together to develop a full understanding of the topic.  Here’s what it looks like in my classroom.

Introducing Hamburger Paragraph Writing for Elementary Students

On the first day, I love to engage my students with the hamburger.  I mean, who doesn’t love a good, juicy hamburger?  We will spend some time talking about hamburgers and what makes them so special, inviting their favorite restaurants into the discussion.  We chat about our favorite hamburger toppings.  And then, just about the time our mouths are watering, I let them know that hamburgers can teach us something too!

This is when I introduce the learning topic of paragraph writing.  Depending on the grade level, the paragraph writing process might be something new or might be something they were introduced to the year before.  Either way, our focus becomes learning to write a cohesive paragraph using the hamburger paragraph method.

Then, I begin by showing the students the hamburger paragraph graphic organizers.  As we look at the model we identify the different types of sentences that make up a paragraph.  Our focus will be the main idea (introduction sentence), supporting details, and the closing or concluding sentence.

One of the first learning tools we use are these anchor chart pieces or posters for each sentence type.  I have found this to be really helpful so that as we continue all students have been exposed to the same terms and language.  We use these posters throughout the paragraph writing unit.  They hang in the classroom as a reminder and learning tool for the students.

Focusing on the Main Idea

We begin with the topic sentence or the main idea of the paragraph.  The main objective here is for students to understand that a paragraph is a group of sentences about one topic.  The main idea sentence describes the topic of the paragraph.   We go back to the full hamburger graphic to reinforce what the main idea does.

To help my students understand this concept we play a little game.  I read or say complete sentences and my students tell me whether it would be a good main idea sentence.  Some examples might be:

• Elephants are amazing animals. {Yes – this is a main idea sentence}
• An elephant has four legs. {No – not a main idea sentence}
• Percy Jackson has an adventurous life. {Yes}
• Percy Jackson went to Olympus and met Zeus. {No}

Once my students are doing a great job identifying main idea sentences, we then take our game to the next level. I give my students a general topic, like ‘animals’, and they brainstorm a different main idea or topic sentence that could be used.

Students then practice doing this on their own or with a partner.  It’s always fun to read some of their independent answers aloud for the class.  This is a great way to show that there are many ways you can reword the same main idea.

A quick review of student answers gives me a really good idea of whether the class is ready to move on. If students need more practice, you should pause here and try other ways to teach the main idea to your students. Main idea is such an important concept in reading and writing that you want to make sure your students fully understand the topic.

We finish our lesson on main idea or a topic sentence with students practicing.  We use the topic sentence worksheet to have student practice writing their own topic sentences for a provided paragraph.

Finally, we work on listening to a paragraph that doesn’t have an opening sentence.   After hearing the paragraph we work on writing a good topic sentence for the paragraph.  Not only does this help students work on writing the main idea in the form of a sentence, but it also helps them see how the different types of sentences in a paragraph work together.

Supporting Details

After a quick review of the main idea, we will next cover supporting details.  The goal is for students to understand that supporting details give more information to explain and support the main idea.  Before jumping in with sentences, we start with a hamburger.  I start by holding up the top of a bun (real or a picture – both work).  Then I ask my students if this is a hamburger?  Obviously, the answer is a resounding NO!  Then, I ask the students a simple question, “How do you build a hamburger?”  The answers are pretty straightforward: bun, meat, cheese, ketchup, lettuce, tomato, etc.

Next, I ask the  question that will connect building a hamburger to supporting details.  I might say something like “What about the mashed potatoes?”  To which my students usually stare at me like I’m crazy.  Inevitably, someone will say something like ‘Mashed potatoes don’t go on a hamburger!’  And that is what I’m waiting for!  I explain that they are absolutely right.  And just like we build a hamburger with hamburger ingredients, we have to choose supporting details that support our main idea.

We again start by practicing this skill as a class.  We start with a main idea sentence like “I had a horrible sick day.”  I used this sentence, typed it out on a top bun, and displayed it on the board.  Then I read a variety of other sentences and the students decide if the sentence supports the main idea.

For each sentence that does support the main idea, I display it on the board under the main idea.  As we do this, students can see the progression of building the hamburger with a main idea and supporting details. Sometimes I may print these out and place them in centers for students to manipulate. I’m a fan of hands-on student engagement.

We do this a few times with different main ideas to give the students practice with identifying good supporting “juicy” details.

Another way to do this is to provide two main ideas, that are similar in context but different.  For example, you could use “Riding a horse was a great experience.” and “Riding a horse is very scary.”  Then as you read supporting detail sentences, students can choose which main idea the sentence best supports.  This is really great if your students have experience with multi-paragraph writing.  This activity shows them how they can break down different aspects of their topic to have multiple main ideas through multiple paragraphs.

The next day we tackle supporting details again.  But this time our focus is on making sure that the supporting details are relevant to the main idea.  I remind the students of the mashed potatoes from the day before.  We talk about how mashed potatoes with a fried chicken dinner are great.  They are relevant to completing that meal.  But mashed potatoes on a hamburger just don’t work.  They are not relevant even though they are a food and we could put a spoonful on the burger.

Like the mashed potatoes, even though it is possible to add them to a hamburger – we don’t.  The same goes with supporting detail sentences.  There may be sentences that relate to the main idea but that are not relevant.  To help students understand this better we do some examples together.

I give students a topic sentence and a few supporting detail sentences.  They then choose which sentences are relevant and which are not.  We talk about what makes them relevant and why some sentences just don’t belong with this main idea.

After our group practice, students worked on this worksheet to practice taking out the sentences that were not relevant to the paragraph.  Students can do this independently or with a partner.  If they work with someone I have them explain the reason why they don’t feel a specific sentence is relevant.

After a few days of working on the main idea and supporting details, the students usually have a good understanding.  If, however, your students are struggling with the concept, again, I would encourage you to not move on.  There are amazing main idea and details worksheets to help assist with this progress.

MAIN IDEA & DETAILS SAMPLE FREEBIE

These main idea and details worksheets offer a perfect combination of practice for students from identifying the main idea and details from a set to writing them in on their own!

👉🏼 TRY A SAMPLE SET TODAY!

Concluding Sentences

Once students have a good grasp on the main idea and supporting details, it’s time to add the final bun to our hamburger.  The bottom bun represents our closing or conclusion sentence.  As I introduce the concluding sentence we talk about how the buns of a hamburger are what make it easy to eat.  They hold together all the ‘messy’ stuff in the middle.  While you could eat a hamburger with just one bun, it’s not quite as neat or convenient as with two buns.  Just like the buns of a burger, the first and last sentences of a paragraph really hold the paragraph together for the reader.

Students usually pick up the concept of concluding sentences quickly because they are similar to the main idea sentence.  We talk about how rewording the main idea into a concluding sentence wraps up the paragraph.

We practice doing this with some simple paragraphs that are missing the closing or concluding sentence.  After reading the paragraph we first identify the main idea sentence.  Then we talk about ways we can reword the main idea into a conclusion.

That leads us right into our final lesson on closing sentences.  We talk about different ways to make our closing sentences really  good.  I do this by introducing students to . . . the clincher!

The clincher is a way to make the closing sentence interesting – and not just a repeat of the main idea sentence.  Students learn that there are a variety of ways to write a good clincher.  These are the ones that I teach my students:

• asking a question;
• excitement; and
• reflection.

We dig into each of these types of clinchers by writing different sentences for the same paragraph.  The students love using their creativity to come up with good clinchers!

Applying the Hamburger Structure to Writing

After learning about all the parts, it’s time to put the pieces together and start working on writing a good paragraph.  So many times in the past, this is where I would start.  As I look back now I see how much important learning my students were missing.  It’s just one of the many things that makes me remember the value of learning in baby steps.

We finish up by going through the entire process again, together. But, we do this in steps too.  I give students a very general writing topic just so that we all have a place to start.  Then using the hamburger writing templates, we write out one sentence at a time using the hamburger model as a guide.  Once students have completed the hamburger paragraph template they write their final paragraph.

Students also use a rubric to guide them through writing their paragraph.  This helps them to remember the details and what to include. Before you know it,  students will be writing their own paragraphs with very little guidance!

This hamburger essay guided paragraph approach has been very effective for my students and I know it will be with yours too! Keep the finished product in a writer’s notebook to show growth throughout the year!

Hamburger Paragraph Writing Unit

As a teacher, you are more than qualified to put together an amazing paragraph writing unit using these or other ideas.  But if you are looking for some time-saving resources to help students in mastering the hamburger paragraph, this Paragraph Writing Lessons Resource  may be what you’re looking for. This resource is perfect for 1st grade, 2nd grade, 3rd grade, and any remedial students.

This ready-to-use resource includes everything you need to teach an entire paragraph unit using the paragraph hamburger model.  You receive anchor charts and posters for the different types of sentences, the hamburger model, example paragraphs for guided practice, no prep worksheets for independent practice, the hamburger writing organizer, the coordinating paper for the final draft, and the grading rubric.  All of this for the price of a Starbucks drink!  You can find this Hamburger Paragraph resource in my Teachers Pay Teachers store .

Save these Hamburger Paragraph Writing Ideas

Not quite ready to add these ideas to your lesson plans?  Just pin this to your favorite classroom Pinterest board so you can quickly come back when it is time to teach paragraph writing to your students.

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Essay Writing Skills - A03 Burgers

Last updated 22 Mar 2021

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This aim of this resource is to help students develop their evaluation skills, to gain those important AO3 marks. This is a perfect activity at the end of any topic, so that students can put the information they have learnt into an exam format.

Download Essay Writing Skills - A03 Burgers

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The affidavit provides additional details about the night of the University of Idaho killings. It notes that DNA and surveillance video led them to the 28-year-old accused of stabbing four University of Idaho students. Read more ›

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Exhibit A Statement of Brett Payne The below information is provided by Brett Payne, who is a duly appointed, qualified and acting peace officer within the County of Latah, State of Idaho. Brett Payne is employed by Moscow Police Department in the official capacity or position of Corporal (CPL) and has been a trained and qualified peace officer for approximately four (4) years. CPL Payne is being assisted by members of the Idaho State Police and agents of the Federal Bureau of Investigation. On November 13, 2022, at approximately 4:00 p.m., Moscow Police Department (MPD) Sergeant Blaker and I responded to 1122 King Road, Moscow, Idaho, hereafter the "King Road Residence," to assist with scene security and processing of a crime scene associated with four homicides. Upon our arrival, the Idaho State Police (ISP) Forensic Team was on scene and was preparing to begin processing the scene. MPD Officer (OFC) Smith, one of the initial responding officers to the incident, advised he would walk me through the scene. OFC Smith and I entered the King Road Residence through the bottom floor door on the north side of the building. OFC Smith and I then walked upstairs to the second floor. OFC Smith directed me down the hallway to the west bedroom on the second floor, which I later learned (through Xana's driver's license and other personal belongings found in the room) was Xana Kernodle's, hereafter "Kernodle" room. Just before this room there was a bathroom door on the south wall of the hallway. As I approached the room, I could see a body, later identified as Kernodle's, laying on the floor. Kernodle was deceased with wounds which appeared to have been caused by an edged weapon. Also in the room was a male, later identified as Ethan Chapin, hereafter, "Chapin". Chapin was also deceased with wounds later determined (Autopsy Report provided by Spokane REDACTED 1 SENO, CK29-22-2805 CLRK OF DIST CT. LATAH DEC 25 2022 PK2:52

County Medical Examiner injuries." dated December 15, 2022) to be caused by "sharp-force I then followed OFC Smith upstairs to the third floor of the residence. The third floor consisted of two bedrooms and one bathroom. The bedroom on the west side of the floor was later determined to be Kaylee Goncalves, hereafter "Goncalves," room. I later learned (from review of Officer Nunes' body camera) there was a dog in the room when Moscow Police Officers initially responded. The dog belonged to Goncalves and her ex-boyfriend Jack Ducoeur. I found out from my interview with Jack Ducouer on November 13, 2022 that he and Goncalves shared the dog. OFC Smith then pointed out a small bathroom on the east side of the third floor. This bathroom shared a wall with Madison Mogen's, hereafter "Mogen" bedroom which was situated on the southeast corner of the third floor. As I entered this bedroom, I could see two females in the single bed in the room. Both Goncalves and Mogen were deceased with visible stab wounds. I also later noticed what appeared to be a tan leather knife sheath laying on the bed next to Mogen's right side (when viewed from the door). The sheath was later processed and had "Ka-Bar" "USMC" and the United States Marine Corps eagle globe and anchor insignia stamped on the outside of it. The Idaho State Lab later located a single source of male DNA (Suspect Profile) left on the button snap of the knife sheath. As part of the investigation, numerous interviews were conducted by Moscow Police Department Officers, Idaho State Police Detectives, and FBI Agents. Two of the interviews included B.F., and D.M. Both B.F. and D.M. were inside the King Road Residence at the time of the homicides and were roommates to the victims. B.F.'s bedroom was located on the east side of the first floor of the King Road Residence. 2

Based on numerous interviews conducted by MPD Officers, ISP Detectives, and FBI Agents as well as my review of evidence, I have learned the following: On the evening of November 12, 2022, Chapin and Kernodle are seen by B.F. at the Sigma Chi house on the University of Idaho campus at 735 Nez Perce Drive from approximately 9:00 p.m. on November 12 to 1:45 a.m. on November 13. B.F. also estimated that at approximately, 1:45 a.m. Chapin and Kernodle returned to the King Road Residence. B.F. also stated that Chapin did not live in the King Road Residence but was a guest of Kernodle. Goncalves and Mogen were at a local bar, the Corner Club at 202 N. Main Street, in Moscow. Goncalves and Mogen can be seen on video footage provided by the Corner Club between 10:00 p.m. on November 12 and 1:30 a.m. on November 13th. At approximately 1:30 a.m. Goncalves and Mogen can be seen on video at a local food vendor called the "Grub Truck" at 318 S. Main Street in downtown Moscow. The Grub Truck live streams video from their food truck on the streaming platform Twitch which is available for public viewing on their website. This video was captured by law enforcement. A private party reported that he provided a ride to Goncalves and Mogen at approximately 1:56 a.m. from downtown Moscow (in front of the Grub Truck) to the King Road Residence. D.M. and B.F. both made statements during interviews that indicated the occupants of the King Road Residence were at home by 2:00 a.m. and asleep or at least in their rooms by approximately 4:00 a.m. This is with the exception of Kernodle, who received a DoorDash order at the residence at approximately 4:00 a.m. (law enforcement identified the DoorDash delivery driver who reported this information). 3

D.M. stated she originally went to sleep in her bedroom on the southeast side of the second floor. D.M. stated she was awoken at approximately 4:00 a.m. by what she stated sounded like Goncalves playing with her dog in one of the upstairs bedrooms, which were located on the third floor. A short time later, D.M. said she heard who she thought was Goncalves say something to the effect of "there's someone here." A review of records obtained from a forensic download of Kernodle's phone showed this could also have been Kernodle as her cellular phone indicated she was likely awake and using the TikTok app at approximately 4:12 a.m. D.M. stated she looked out of her bedroom but did not see anything when she heard the comment about someone being in the house. D.M. stated she opened her door a second time when she heard what she thought was crying coming from Kernodle's room. D.M. then said she heard a male voice say something to the effect of "it's ok, I'm going to help you." At approximately 4:17 a.m., a security camera located at 1112 King Road, a residence immediately to the northwest of 1122 King Road, picked up distorted audio of what sounded like voices or a whimper followed by a loud thud. A dog can also be heard barking numerous times starting at 4:17 a.m. The security camera is less than fifty feet from the west wall of Kernodle's bedroom. D.M. stated she opened her door for the third time after she heard the crying and saw a figure clad in black clothing and a mask that covered the person's mouth and nose walking towards her. D.M. described the figure as 5'10" or taller, male, not very muscular, but athletically built with bushy eyebrows. The male walked past D.M. as she stood in a "frozen shock phase." The male walked towards the back sliding glass door. D.M. locked herself in her 4

room after seeing the male. D.M. did not state that she recognized the male. This leads investigators to believe that the murderer left the scene. The combination of D.M.'s statements to law enforcement, reviews of forensic downloads of records from B.F. and D.M.'s phone, and video of a suspect video as described below leads investigators to believe the homicides occurred between 4:00 a.m. and 4:25 a.m. During the processing of the crime scene, investigators found a latent shoe print. This was located during the second processing of the crime scene by the ISP Forensic Team by first using a presumptive blood test and then Amino Black, a protein stain that detects the presence of cellular material. The detected shoe print showed a diamond-shaped pattern (similar to the pattern of a Vans type shoe sole) just outside the door of D.M.'s bedroom (located on second floor). This is consistent with D.M.'s statement regarding the suspect's path of travel. As part of the investigation, an extensive search, commonly referred to in law enforcement as a "video canvass," was conducted in the area of the King Road Residence. This video canvass was to obtain any footage from the early morning hours of November 13, 2022, in the area of the King Road Residence and surrounding neighborhoods in an effort to locate the suspect(s) or suspect vehicle(s) traveling to or leaving from the King Road Residence. This video canvass resulted in the collection of numerous surveillance videos in the area from both residential and business addresses. I have reviewed numerous videos that were collected and have had conversations with the other MPD Officers, ISP Detectives, and FBI Agents that are similarly reviewing footage that was obtained. A review of camera footage indicated that a white sedan, hereafter "Suspect Vehicle 1", was observed traveling westbound in the 700 block of Indian Hills Drive in Moscow at 5

approximately 3:26 a.m and westbound on Styner Avenue at Idaho State Highway 95 in Moscow at approximately 3:28 a.m. On this video, it appeared Suspect Vehicle 1 was not displaying a front license plate. A review of footage from multiple videos obtained from the King Road Neighborhood showed multiple sightings of Suspect Vehicle 1 starting at 3:29 a.m. and ending at 4:20 a.m. These sightings show Suspect Vehicle 1 makes an initial three passes by the 1122 King Road residence and then leave via Walenta Drive. Based off of my experience as a Patrol Officer this is a residential neighborhood with a very limited number of vehicles that travel in the area during the early morning hours. Upon review of the video there are only a few cars that enter and exit this area during this time frame. Suspect Vehicle 1 can be seen entering the area a fourth time a approximately 4:04 a.m. It can be seen driving eastbound on King Road, stopping and turning around in front of 500 Queen Road # 52 and then driving back westbound on King Road. When Suspect Vehicle 1 is in front of the King Road Residence, it appeared to unsuccessfully attempt to park or turn around in the road. The vehicle then continued to the intersection of Queen Road and King Road where it can be seen completing a three-point turn and then driving eastbound again down Queen Road. Suspect Vehicle 1 is next seen departing the area of the King Road Residence at approximately 4:20 a.m. at a high rate of speed. Suspect Vehicle 1 is next observed traveling southbound on Walenta Drive. Based on my knowledge of the area and review of camera footage in the neighborhood that does not show Suspect Vehicle 1 during that timeframe, I believe that Suspect Vehicle 1 likely exited the neighborhood at Palouse River Drive and Conestoga Drive. Palouse River Drive is at the southern edge of Moscow and proceeds into Whitman County, Washington. Eventually the road leads to Pullman, Washington. Pullman Washington is 6

approximately 10 miles from Moscow, Idaho. Both Pullman and Moscow are small college towns and people commonly travel back and forth between them. Law enforcement officers provided video footage of Suspect Vehicle to forensic examiners with the Federal Bureau of Investigation that regularly utilize surveillance footage to identify the year, make, and model of an unknown vehicle that is observed by one or more cameras during the commission of a criminal offense. The Forensic Examiner has approximately 35 years law enforcement experience with twelve years at the FBI. His specific training includes identifying unique characteristics of vehicles, and he uses a database that gives visual clues of vehicles across states to identify differences between vehicles. After reviewing the numerous observations of Suspect Vehicle 1, the forensic examiner initially believed that Suspect Vehicle 1 was a 2011-2013 Hyundai Elantra. Upon further review, he indicated it could also be a 2011-2016 Hyundai Elantra. As a result, investigators have been reviewing information on persons in possession of a vehicle that is a 2011-2016 white Hyundai Elantra. Investigators were given access to video footage on the Washington State University (WSU) campus located in Pullman, WA. A review of that video indicated that at approximately 2:44 a.m. on November 13, 2022, a white sedan, which was consistent with the description of the White Elantra known as Suspect Vehicle 1, was observed on WSU surveillance cameras travelling north on southeast Nevada Street at northeast Stadium Way. At approximately 2:53 a.m., a white sedan, which is consistent with the description of the White Elantra known as Suspect Vehicle 1, was observed traveling southeast on Nevada Street in Pullman, WA towards SR 270. SR 270 connects Pullman, Washington to Moscow, Idaho. This camera footage from 7

Pullman, WA was provided to the same FBI Forensic Examiner. The Forensic Examiner identified the vehicle observed in Pullman, WA as being a 2014-2016 Hyundai Elantra. At approximately 5:25 a.m., a white sedan, which was consistent with the description of Suspect Vehicle 1, was observed on five cameras in Pullman, WA and on WSU Campus cameras. The first camera that recorded the white sedan was located at 1300 Johnson Road in Pullman. The white sedan was observed traveling northbound on Johnson Road. Johnson Road leads directly back to West Palouse River Drive in Moscow which intersects with Conestoga Drive. The white sedan was then observed turning north on Bishop Boulevard and northwest on SR 270. At approximately 5:27 a.m., the White Elantra was observed on cameras traveling northbound on Stadium Way at Nevada Street, Stadium Way at Grimes Way, Stadium Drive at Wilson Road, and Stadium Way at Cougar Way. Depiction showing Moscow and Pullman: BUHOSE Mastite Depiction showing White Elantra's path of travel (not to scale): 8

Legend White Elantra seen leaving WSU Campus White Elantra seen Returning to WSU Campus Arrows are camera locations and indicate vehicle direction of travel Puliman Fun Stadium Washington State University WSU Bear Center On November 25, 2022, MPD asked area law enforcement agencies to be on the lookout for white Hyundai Elantras in the area. On November 29, 2022, at approximately 12:28 a.m., Washington State University (WSU) Police Officer Daniel Tiengo, queried white Elantras registered at WSU. As a result of that query he located a 2015 white Elantra with a Pennsylvania license plate LFZ-8649. This vehicle was registered to Bryan Kohberger hereafter "Kohberger" residing at is approximately three-quarters of a mile from the intersection of Stadium Way and Cougar Way (last camera location that picked up the white Elantra). 9 That same day at approximately 12:58 a.m., WSU Officer Curtis Whitman was looking for white Hyundai Elantra's and located a 2015 white Hyundai Elantra at in Pullman in the parking lot. | is an apartment complex that houses WSU

students. Officer Whitman also ran the car and it returned to Kohberger with a Washington tag. I reviewed Kohberg's WA state driver license information and photograph. This license indicates that Kohberger is a white male with a height of 6' and weighs 185 pounds. Additionally, the photograph of Kohberger shows that he has bushy eyebrows. Kohberger's physical description is consistent with the description of the male D.M. saw inside the King Road Residence on November 13th Further investigation, including a review of Latah County Sheriff's Deputy CPL Duke's body cam and reports, showed that on August 21, 2022, Bryan Kohberger was detained as part of a traffic stop that occurred in Moscow, Idaho, by CPL Duke. At the time, Kohberger, who was the sole occupant, was driving a white 2015 Hyundai Elantra with Pennsylvania plate LFZ-8649 which was set to expire on November 30, 2022. During the stop, which was recorded via a law enforcement body camera, Kohberger provided his phone number as 8458, hereafter the "8458 Phone" as his cellular telephone number. Investigators conducted electronic database queries and learned that the 8458 Phone is a number issued by AT&T. On October 14, 2022, Bryan Kohberger was detained as part of a traffic stop by a WSU Police Officer. Upon review of that body cam and report of the stop, Kohberger was the sole occupant and was driving a white 2015 Hyundai Elantra with Pennsylvania plate LFZ-8649. On November 18, 2022, according to WA state licensing, Kohberger registered the 2015 white Elantra with WA and later received WA plate CFB-8708. Prior to this time, the 2015 white Elantra was registered in Pennsylvania, which does not require a front license plate to be displayed (this was learned through communications with a Pennsylvania officer who is currently certified in the State of Pennsylvania). Based on my own experience and 10

communication with Washington law enforcement, I know that Idaho and Washington require front and back license plates to be displayed. Investigators believe that Kohberger is still driving the 2015 white Elantra because his vehicle was captured on December 13, 2022, by a license plate reader in Loma, Colorado (information provided by a query to a database). Kohberger's Elantra was then queried on December 15, 2022 by law enforcement in Hancock County, Indiana. On December 16, 2022 at approximately 2:26 p.m., surveillance video showed Kohberger's Elantra in Albrightsville, Pennsylvania. The sole occupant of the vehicle was a white male whose description was consistent with Kohberger. Kohberger has family in Albrightsville, Pennsylvania (learned through a TLO search and locate tool database query). Based on information provided on the WSU website, Kohberger is currently a Ph.D Student in Criminology at Washington State University. Pursuant to records provided by a member of the interview panel for Pullman Police Department, we learned that Kohberger's past education included undergraduate degrees in psychology and cloud-based forensics. These records also showed Kohberger wrote an essay when he applied for an internship with the Pullman Police Department in the fall of 2022. Kohberger wrote in his essay he had interest in assisting rural law enforcement agencies with how to better collect and analyze technological data in public safety operations. Kohberger also posted a Reddit survey which can be found by an open-source internet search. The survey asked for participants to provide information to "understand how emotions and psychological traits influence decision making when committing a crime." As part of this investigation, law enforcement obtained search warrants to determine cellular devices that utilized cellular towers in close proximity to the King Road Residence on 11

November 13, 2022 between 3:00 a.m. and 5:00 a.m. After determining that Kohberger was associated to both the 2015 White Elantra and the 8458 Phone, investigators reviewed these search warrant returns. A query of the 8458 Phone in these returns did not show the 8458 Phone utilizing cellular tower resources in close proximity to the King Road Residence between 3:00 a.m. and 5:00 a.m. Based on my training, experience, and conversations with law enforcement officers that specialize in the utilization of cellular telephone records as part of investigations, individuals can either leave their cellular telephone at a different location before committing a crime or turn their cellular telephone off prior to going to a location to commit a crime. This is done by subjects in an effort to avoid alerting law enforcement that a cellular device associated with them was in a particular area where a crime is committed. I also know that on numerous occasions, subjects will surveil an area where they intend to commit a crime prior to the date of the crime. Depending on the circumstances, this could be done a few days before or for several months prior to the commission of a crime. During these types of surveillance, it is possible that an individual would not leave their cellular telephone at a separate location or turn it off since they do not plan to commit the offense on that particular day. On December 23, 2022, I applied for and was granted a search warrant for historical phone records between November 12, 2022 at 12:00 a.m. and November 14, at 12:00 a.m. for the 8458 Phone held by the phone provider AT&T (approximately 24 hours proceeding and following the times of the homicides). On December 23, 2022, pursuant to that search warrant, I received records for the 8458 Phone from AT&T. These records indicated that the 8458 Phone is subscribed to Bryan Kohberger at an address in Albrightsville, Pennsylvania and the account has been open since 12

June 23, 2022. These records also included historical cell site location information (CSLI) for the 8458 Phone. After receiving this information, I consulted with an FBI Special Agent (SA) that is certified as a member of the Cellular Analysis Survey Team (CAST). Members of CAST are certified with the FBI to provide expert testimony in the field of historical CSLI and are required to pass extensive training that includes both written and practical examinations prior to be certified with CAST as well as the completion of yearly certification requirements. Additionally, the FBI CAST SA that I consulted with has over fifteen years of federal law enforcement experience, which includes six years with the FBI. From information provided by CAST, I was able to determine estimated locations for the 8458 Phone from November 12, 2022 to November 13, 2022, the time period authorized by the court. On November 13, 2022 at approximately 2:42 a.m., the 8458 Phone was utilizing cellular resources that provide coverage to hereafter the "Kohberger Residence." At approximately 2:47 a.m., the 8458 Phone utilized cellular resources that provide coverage southeast of the Kohberger Residence consistent with the 8458 Phone leaving the Kohberger Residence and traveling south through Pullman, WA. This is consistent with the movement of the white Elantra. At approximately 2:47 a.m. the 8458 Phone stops reporting to the network, which is consistent with either the phone being in an area without cellular coverage, the connection to the network is disabled (such as putting the phone in airplane mode), or that the phone is turned off. The 8458 Phone does not report to the network again until approximately 4:48 a.m. at which time it utilized cellular resources that provide coverage to ID state highway 95 south of Moscow, ID near Blaine, ID (north of Genesee). Between 4:50 a.m. and 5:26 a.m., the phone utilizes cellular resources that are consistent with the 8458 Phone traveling south on ID state highway 95 to Genesee, ID, then traveling west towards 13

Uniontown, ID, and then north back into Pullman, WA. At approximately 5:30 a.m., the 8458 Phone is utilizing resources that provide coverage to Pullman, WA and consistent with the phone traveling back to the Kohberger Residence. The 8458 Phone's movements are consistent with the movements of the white Elantra that is observed traveling north on Stadium Drive at approximately 5:27 a.m. Based on a review of the 8458 Phone's estimated locations and travel, the 8458 Phone's travel is consistent with that of the white Elantra. Further review indicated that the 8458 Phone utilized cellular resources on November 13, 2022 that are consistent with the 8458 Phone leaving the area of the Kohberger Residence at approximately 9:00 a.m. and traveling to Moscow, ID. Specifically, the 8458 Phone utilized cellular resources that would provide coverage to the King Road Residence between 9:12 a.m. and 9:21 a.m. The 8458 Phone next utilized cellular resources that are consistent with the 8458 Phone traveling back to the area of the Kohberger Residence and arriving to the area at approximately 9:32 a.m. Below is a depiction (not to scale) of the possible route taken based off of cellular site locations: 14

Ateistring This is a possible route based off celluar device location Investigators found that the 8458 Phone did connect to a cell phone tower that provides service to Moscow on November 14, 2022, but investigators do not believe the 8458 Phone was in Moscow on that date. The 8458 Phone has not connected to any towers that provide service to Moscow since that date. Based on my training, experience, and the facts of the investigation thus far, I believe that Kohberger, the user of the 8458 Phone, was likely the driver of the white Elantra that is observed departing Pullman, WA and that this vehicle is likely Suspect Vehicle 1. Additionally, the route of travel of the 8458 Phone during the early morning hours of November 13, 2022 and the lack of the 8458 Phone reporting to AT&T between 2:47 a.m. and 4:48 a.m. is consistent with Kohberger attempting to conceal his location during the quadruple homicide that occurred at the King Road Residence. 15

) On December 23, 2022, I was granted a search warrant for Kohberger's historical CSLI from June 23, 2022 to current, prospective location information, and a Pen Register/Trap and Trace on the 8458 Phone to aid in efforts to determine if Kohberger stalked any of the victims in this case prior to the offense, conducted surveillance on the King Road Residence, was in contact with any of the victims' associates before or after the alleged offense, any locations that may contain evidence of the murders that occurred on November 13, 2022, the location of the white Elantra registered to Kohberger, as well as the location of Kohberger. On December 23, 2022 pursuant to that search warrant, I received historical records for the 8458 Phone from AT&T from the time the account was opened in June 2022. After consulting with CAST SA, I was able to determine estimated locations for the 8458 Phone from June 2022 to present, the time period authorized by the court. The records for the 8458 Phone show the 8458 Phone utilizing cellular resources that provide coverage to the area of 1122 King Road on at least twelve occasions prior to November 13, 2022. All of these occasions, except for one, occurred in the late evening and early morning hours of their respective days. One of these occasions, on August 21, 2022, the 8458 Phone utilized cellular resources providing coverage to the King Road Residence from approximately 10:34 p.m. to 11:35 p.m. At approximately 11:37 p.m., Kohberger was stopped by Latah County Sheriff's Deputy CPL Duke, as mentioned above. The 8548 Phone was utilizing cellular resources consistent with the location of the traffic stop during this time (Farm Road and Pullman Highway). Further analysis of the cellular data provided showed the 8458 Phone utilized cellular resources on November 13, 2022 consistent with the Phone travelling from Pullman, Washington to Lewiston, Idaho via US Highway 195. At approximately 12:36 p.m., the 8458 Phone utilized cellular resources that would provide coverage to Kate's Cup of Joe coffee stand located at 810 16

Port Drive, Clarkston, WA. Surveillance footage from the US Chef's Store located at 820 Port Drive, Clarkston, WA and adjacent to Kate's Cup of Joe showed a white Elantra, consistent with Suspect Vehicle 1, drive past Kate's Cup of Joe at a time consistent with the cellular data from the 8548 Phone. At approximately 12:46 p.m., the 8458 Phone then utilized cellular data in the area of the Albertson's grocery store at 400 Bridge Street in Clarkston, Washington. Surveillance footage obtained from the Albertson's showed Kohberger exit the white Elantra, consistent with Suspect Vehicle 1, at approximately 12:49 p.m. Interior surveillance cameras showed Kohberger walk through the store, purchase unknown items at the checkout, and leave at approximately 1:04 p.m. Kohberger's possible path of travel is depicted below (not to scale): 149 WASHINGTON 17

Additional analysis of records for the 8458 Phone indicated that between approximately 5:32 p.m. and 5:36 p.m., the 8458 Phone utilized cellular resources that provide coverage to Johnson, ID. The 8458 Phone then stops reporting to the network from approximately 5:36 p.m. to 8:30 p.m. That is consistent with the 8458 Phone being the area that the 8458 Phone traveled in the hours immediately following the suspected time the homicides occurred. On December 27, 2022, Pennsylvania Agents recovered the trash from the Kohberger family residence located in Albrightsville, PA. That evidence was sent to the Idaho State Lab for testing. On December 28, 2022, the Idaho State Lab reported that a DNA profile obtained from the trash and the DNA profile obtained from the sheath, identified a male as not being excluded as the biological father of Suspect Profile. At least 99.9998% of the male population would be expected to be excluded from the possibility of being the suspect's biological father. 2 Based on the above information, I am requesting an arrest warrant be issued for Bryan C. Kohberger, (DOB) 11/21/1994, for Burglary at 1122 King Street in Moscow, Idaho, and four counts of Murder in the First Degree for the murders of Madison Mogen, Kaylee Goncalves, Xana Kernodle, and Ethan Chapin. I declare under penalty of perjury pursuant to the law of the State of Idaho that the foregoing is true and correct. 12/29/2022 Date Bhr Affiant 18 #157