Essay Map


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A step-by-step guide to writing a 5-paragraph analytical essay, using a graphical "map"

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Essay Map

  1. 1. The Analytical Essay Map A system for successful essay writing
  2. 2. Why learn this format?
  3. 3. It Works! <ul><li>“ I feel that I am better prepared for next year because the “MIP SIP STEWE” format will always keep my essays organized, and also it makes it a ton easier to write” </li></ul><ul><li>~Former 8 Gold Student </li></ul><ul><li>“ It all started in 8th grade when I was blessed with Mr P who prepared me for high school with MIPs SIPs and STEWEs.” </li></ul><ul><li>~from an SHS senior’s final exam, “My Growth as a Reader Writer” </li></ul>
  4. 4. What is an Analytical Essay?
  5. 5. It is NOT <ul><li>A book summary </li></ul><ul><li>A “book report” </li></ul><ul><li>A book review </li></ul>
  6. 6. It IS an essay that: <ul><li>Focuses on a literary part of the book (theme, conflicts, character development, etc.) </li></ul><ul><li>Presents a focused argument about that literary part. </li></ul><ul><li>Is supported by specific details and quotes that are explained. </li></ul>
  7. 7. What is the Essay Map? <ul><li>It is a visual, easy-to-remember format for creating an analytical essay. EACH and EVERY SENTENCE has a purpose, and connects to the main idea of your essay. Using this format will make your writing clearer and more focused, with better supporting details. </li></ul>
  8. 8. What are the key parts of the analytical essay?
  9. 9. Start Taking Essay Map Notes Now!
  10. 10. Key Part: Thesis Statement (TS) <ul><li>This is the IDEA that your paper will EXPLORE and PROVE. </li></ul><ul><ul><li>It should be ONE SENTENCE long </li></ul></ul><ul><ul><li>EVERYTHING in your paper will help prove this statement. </li></ul></ul><ul><ul><li>It is based on the EVIDENCE you have found in the text. </li></ul></ul>
  11. 11. Sample Thesis Statement <ul><li>(TS) In Under the Persimmon Tree , the two main characters are deeply shaped by the events around them. </li></ul><ul><li>Notice this is one sentence long, and focuses on a key literary idea – character development. </li></ul>
  12. 12. Key Part: Body Paragraphs <ul><li>Definition: </li></ul><ul><ul><li>A series of sentences that presents and develops ONE main idea which supports the Thesis Statement . </li></ul></ul><ul><ul><ul><li>EVERY sentence relates directly to that idea. </li></ul></ul></ul><ul><ul><ul><li>A standard essay has 2 or more body paragraphs </li></ul></ul></ul>
  13. 13. <ul><li>Body Paragraph’s Key Parts </li></ul>
  14. 14. 1. Main Idea of the Paragraph (MIP): <ul><li>a). This is the topic sentence. </li></ul><ul><ul><li>It is ONE sentence long. </li></ul></ul><ul><ul><li>It connects directly to the Thesis Statement </li></ul></ul><ul><ul><li>ALL other sentences in the paragraph connect to it / help prove it. </li></ul></ul>
  15. 15. Sample MIP <ul><li>(MIP-1) Najmah’s personality and outlook is shaped by her family’s encounter with the Taliban. </li></ul><ul><li>ALL sentences in this paragraph will help prove that Najmah’s encounter with the Taliban changed her – the paragraph will show what she was like before, and then how she changed as a RESULT of this. </li></ul><ul><li>Note how it connects with the Thesis statement -read the MIP, then say “ helps prove that, in Under the Persimmon Tree the two main characters are deeply shaped by the events around them.” </li></ul>
  16. 16. 2. Supporting Sentences <ul><li>These sentences give specific information that supports the main idea. </li></ul><ul><li>There are two kinds: </li></ul>
  17. 17. i. Supporting Ideas of the Paragraph (SIP) <ul><li>This is an IDEA that helps prove the MIP. </li></ul><ul><li>It is ONE SENTENCE long. </li></ul><ul><li>It INTRODUCES specific details that prove the MIP </li></ul><ul><li>It does not include specific quotes or page references - those come next! </li></ul>
  18. 18. Sample SIP <ul><li>(SIP-A) Before the Taliban arrived, Najmah was – in many ways – still a child. </li></ul><ul><li>This sentence helps prove the MIP by telling the reader what Najmah was like BEFORE the Taliban. </li></ul><ul><li>Notice it doesn’t give any actual evidence – it INTRODUCES the idea! </li></ul>
  19. 19. ii. Specific Text Examples with Explanations (STEWEs). <ul><li>These are SPECIFIC DETAILS that are analyzed to prove the Supporting Idea of the Paragraph. </li></ul><ul><li>Each STEWE is ONE example - it should be more than one sentence long. </li></ul><ul><li>It contains a quote / detail that can be looked up, and an explanation that connects it to the SIP. </li></ul>
  20. 20. Sample STEWE <ul><li>(STEWE-1) Najmah’s child-like views can be seen in the way she reacts to imaginary fears. Her brother Nur torments her, telling Najmah he “saw a leopard’s pug marks in the dust here last night” (5). This terrifies the girl, who admits “I am terribly afraid of leopards, although I have never seen one in my life” (6). This irrational fear – of something that she has never even seen – is clearly the product of a childish imagination. </li></ul><ul><li>This gives a specific example that helps prove the SIP. Read the STEWE, then say “ helps prove that ” and then read the SIP - see how they connect? </li></ul><ul><li>Note that this STEWE has specific quotes which are explained . </li></ul>
  21. 21. 3. Clincher / Concluding Sentence (CS) <ul><li>This is a concluding sentence that summarizes your paragraph’s main point. </li></ul><ul><li>It is OPTIONAL - long paragraphs need one, but short ones don’t. </li></ul><ul><li>It is ONE sentence long. </li></ul>
  22. 22. Sample CS <ul><li>(CS) Clearly, the experience with the Taliban changed Najmah from a girl who allowed her imagination to run away with her, to a young woman who understood what real fears are. </li></ul><ul><li>Notice that this connects directly to the MIP. </li></ul>
  23. 23. How do the parts fit together?
  24. 24. Body Paragraph Map <ul><li>Both SIPs help prove the MIP. </li></ul><ul><li>Each SIP has TWO specific examples that help prove it is true. </li></ul><ul><li>Note Transition T Words! </li></ul>T (MIP-1) ./ (SIP-A) ./(STEWE-1) ./(STEWE-2) ./ T (SIP-B) ./(STEWE-1) ./(STEWE-2) ./(CS)
  25. 25. Key Part: Introductory Paragraph <ul><li>Definition: This paragraph introduces your paper. </li></ul><ul><ul><li>It has THREE functions: </li></ul></ul><ul><ul><ul><li>Get the reader’s attention </li></ul></ul></ul><ul><ul><ul><li>Preview your main arguments </li></ul></ul></ul><ul><ul><ul><li>Present your Thesis Statement </li></ul></ul></ul>
  26. 26. II. Introductory Paragraph’s Key Parts
  27. 27. A. Attention-Getting Generalization (AGG) <ul><li>Is ONE SENTENCE long </li></ul><ul><li>Connects to your main topic </li></ul><ul><li>Gets the reader’s attention - makes them keep reading </li></ul>
  28. 28. Sample AGG <ul><li>(AGG) When Eddie from Ohio says “Not all the changes are visible,” they could easily be describing the main characters in Under the Persimmon Tree.” </li></ul><ul><li>Note how this connects to the thesis statement, without actually stating it. </li></ul>
  29. 29. B. Bridge Span (BS) <ul><li>Previews the MIP for one of your body paragraphs </li></ul><ul><li>Each one is one sentence long </li></ul><ul><li>You need one for EACH body paragraph in a short essay, but may combine them in longer works. </li></ul><ul><li>They must be in the order of appearance </li></ul>
  30. 30. Sample BS’s <ul><li>(BS-1) An Afghani girl is forced by war to grow up quickly. </li></ul><ul><li>(BS-2) A chance encounter leads an American woman to leave her family – and religion - behind. </li></ul><ul><li>(BS-3) Eventually, this woman and this girl will share experiences that forever change them both. </li></ul>
  31. 31. <ul><li>Recognize who those BS’s are talking about? </li></ul><ul><li>Note how BS-1 echoes the MIP from our sample body paragraph… </li></ul><ul><li>**You write the introduction AFTER you write the body paragraphs - you can’t introduce someone you haven’t met!** </li></ul>
  32. 32. C. Thesis Statement (TS) <ul><li>The final sentence of your introduction is the central idea that your paper will explore and prove. </li></ul><ul><li>Example: </li></ul><ul><li>(TS) In Under the Persimmon Tree , the two main characters are deeply shaped by the events around them. </li></ul>
  33. 33. How do the parts fit together?
  34. 34. Introductory Paragraph Map <ul><li>Note the shape: the intro starts broad, and narrows to a focused thesis statement. </li></ul><ul><li>*Your intro is a total of FIVE sentences MAX! </li></ul>(AGG) ./ (BS-1) ./ (BS-2) ./ (BS-3) ./ T (TS)
  35. 35. Key Part: Concluding Paragraph <ul><li>Definition: This paragraph concludes your paper. </li></ul><ul><ul><li>It has THREE functions: </li></ul></ul><ul><ul><ul><li>Recap your thesis statement </li></ul></ul></ul><ul><ul><ul><li>Review your main arguments </li></ul></ul></ul><ul><ul><ul><li>Leave the reader with something to think about </li></ul></ul></ul>
  36. 36. <ul><li>Concluding Paragraph’s Key Parts </li></ul>
  37. 37. A. Restated Thesis Statement (RTS) <ul><li>It is a recap of the central idea that your paper explored and proved. </li></ul><ul><li>It is one sentence long </li></ul><ul><li>It is worded differently from your TS, but </li></ul><ul><li>makes the same point </li></ul><ul><li>Example: </li></ul><ul><li>(TS) Clearly, Najmah and Nusrat are who they are because of the events that surrounded them. </li></ul>
  38. 38. B. Bridge Span (BS) <ul><li>Reviews the MIP for one of your body paragraphs </li></ul><ul><li>Each is one sentence long </li></ul><ul><li>You need one for EACH body paragraph in shorter essays… </li></ul><ul><li>They must be in REVERSE order of appearance </li></ul>
  39. 39. Sample BS’s <ul><li>(BS-3) Najmah’s view of the heavens – and her faith in people on earth – was altered by Nusrat. </li></ul><ul><li>(BS-2) Nusrat herself would not have existed if Elaine had never encountered a thief. </li></ul><ul><li>(BS-1) War – far worse than any thief – stole Najmah’s childhood. </li></ul>
  40. 40. C. Ringer (R) <ul><li>Is ONE SENTENCE long </li></ul><ul><li>Connects to your main topic </li></ul><ul><li>Leaves the reader with something to think about. </li></ul>
  41. 41. Sample R <ul><li>(R) Events – in this novel and the world around us – have the power to transform: what role does each of us play in shaping the lives of others? </li></ul><ul><li>Note how this connects to the TS, and leaves the reader with something to think about. </li></ul>
  42. 42. How do the parts fit together?
  43. 43. Concluding Paragraph Map <ul><li>Note the shape: the conclusion starts with a narrow focused RST, and widens out to a broad statement. </li></ul><ul><li>*Your conclusion is a total of FIVE sentences MAX! </li></ul>T (RTS) ./ (BS-3) ./ (BS-2) ./ (BS-1) ./ T (R)
  44. 44. How does it all come together? <ul><li>Based on evidence, create a thesis statement. </li></ul><ul><li>Brainstorm your BEST 3 arguments </li></ul><ul><li>Draft your body paragraphs </li></ul><ul><li>Use MIPs and Thesis Statement to write an introductory paragraph </li></ul><ul><li>Use MIPs and Thesis Statement to write a concluding paragraph </li></ul><ul><li>Proofread and edit! </li></ul>