The EssayEastdale Collegiate English DepartmentENG 3U1ENG 4U1Tabl

  • 728 views
Uploaded on

 

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
728
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
3
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. The Essay Eastdale Collegiate English Department ENG 3U1 ENG 4U1 Table of Contents
  • 2. I Essay Structure & Style • Introductory Paragraph page 1 • Body Paragraph(s) pages 2-3 • Concluding Paragraph page 4
  • 3. II Outline for Student Writing • Introductory Paragraph page 5 • Body Paragraph page 6 • Concluding Paragraph page 7
  • 4. 5 Paragraph Essay Writing Introduction: 1) Introductory Phrase(s) • Key components include introduction to the topic (ie. Fate) and should be rendered in general terms, “There seems to be a resurgence in people’s beliefs that fate or some unseen power plays a role in our daily lives” • Introduce the author and text(s) to be discussed “In William Shakespeare’s plays, among them Romeo and Juliet, the presence of Fate appears to play a central role in driving the plot towards its tragic end.” 2) Directional Sentence(s)
  • 5. • Key components include suggesting the essay’s method of development ie. compare/ contrast, sequential, cause/effect. • Statement of issues or ideas (from the text) relating to the subject matter that will be used in order to persuade the reader that the forthcoming thesis has validity and is inherent in the pages of the text being studied “However when one compares the actions of the main characters (at this point students who require spelling out which main characters and which actions they are to be discussing could be included. For those who do require it they should be encouraged to either write out each character and action or combine them with the appropriate punctuation) it is clear that in spite of blaming Fate for their misfortune that it is their actions that lead to their problems” Thesis: • The key component of any thesis is that it takes a contentious stand on the subject matter and its presence in the text. Therefore it is not enough to say that “Hamlet dies and so is a tragic figure” rather one needs to argue something like “one is given a view of Shakespeare’s vision of Hamlet’s tragic future through the text’s seemingly obsessive fascination with death” This is contentious because it suggests that the author gives us clues to Hamlet’s tragic end throughout the text. What makes this contentious is that what one person sees as a clue another person
  • 6. sees as just another line of dialogue and so we need the text to support the contention. Body Paragraphs: • Key components include the reader needs to see and understand that the issues to be discussed/ argued in each of the body paragraphs are the ones introduced in the directional sentence(s) of the Introductory paragraph. • Each issue must have the support of the text being studied • Each issue must support the view presented in the thesis ie. “The first indication the reader has that Shakespeare envisioned a tragic end for Hamlet comes from his dealings with his own mortality” • Following the statement of the issue to be discussed the writer needs to provide context in the form of a specific textual example. ie. “For example following Claudius’ rejection of Hamlet’s request to leave Elsinore the young Dane in a state of hopeless despair contemplates taking his own life” • In order to strengthen/ support the example the accompanying quotation is required. In many cases because a text like Hamlet does not provide (easily anyway) brief and to the point quotes for such a purpose the writer may in their own words paraphrase
  • 7. what the character says specifically and cite the source text accordingly. ie O , that this too too solid flesh would melt Thaw and resolve itself into a dew! Or that the Everlasting had not fix'd His canon 'gainst self-slaughter! O God! God! How weary, stale, flat and unprofitable, Seem to me all the uses of this world! or, “Following his uncle’s rebuke Hamlet desires that either his flesh melt away and bring about his death or that God would lift the prohibition against suicide granting Hamlet freedom from a world that brings no joy.” • Following the quotation the writer must explain how the context (in this case the specific example and its accompanying quotation/ paraphrase) supports the notion stated in this paragraph’s opening statement or topic sentence. ie. “In the interests of fairness a reader of the play naturally hopes that Hamlet either finds peace in this world or the next. And yet at this point in the play it seems clear that Shakespeare had other ideas in mind for Hamlet most notably that his life or for that matter his existence would only improve with his death. Body Paragraph cont’d: • Following the explanation of the example the writer needs to cite another example from the source text in order to support the paragraph’s issue.
  • 8. For the example to work within the structure of the paragraph the writer needs to provide a bridge or transition from the previous example - quote - explanation. ie. “Compounding the anguish the reader knows Hamlet experiences is the...” • Following this is the corresponding (specific) example from the text • Following this is another quote or paraphrase of the text • Following this is the explanation of this example and its corresponding quote * If the assignment calls for 2 pieces of textual evidence per issue/ topic sentence/ body paragraph then the writer of the essay needs to write a concluding statement that ties the two examples together and shows how they support the issue and therefore the thesis. ** If the assignment calls for 3 pieces of textual evidence per issue/ topic sentence/ body paragraph then the writer of the essay needs to follow the steps following the explanation of the first example beginning with a bridge or transition to the 3 example followed by the rd concluding statement. *** This formula or outline for body paragraphs should be followed in body paragraphs 2 and 3
  • 9. Concluding Paragraph: 1) Re-statement of Thesis: • key components include a sentence or sentences which remind the reader of the main point of the paper. It re-affirms what was contended and
  • 10. “paves the way” to the following sentence(s) which touch on the 3 supporting issues discussed in the body paragraphs. ie. The argument that Shakespeare provided clues to Hamlet’s ultimate fate is clearly supported by the play’s storyline and the main character’s words and actions. 2) Re-affirmation of Issues: • key components include reminding the reader of the points made or issues raised in the body paragraphs. • this re-affirmation can be done in 1 sentence (see example below) and yet given the difficulty in doing so it is acceptable to deal with each issue individually. ie. “For in the play one sees Hamlet as a young man consumed by depression and fits of rage whose only solace comes from his contemplation of death and the promise of an afterlife. 3) Concluding Sentences: • Key components include leaving the reader with a closing thought to ponder with respect to the topic. If at all possible this thought should provide a “bigger”
  • 11. perspective or a more “worldly view” of the topic. ie. “All of these elements of Hamlet’s story not only point to his death but to the depth of Shakespeare’ s fascination with fate and destiny. Ironically, today fascination with these issues has led to blockbuster movies and best-selling novels. Therefore if nothing else there is a shared desire in each of these eras to understand the role the unseen world plays in everyday life.” Outline for Essay Writing Introductory Paragraph
  • 12. Check For: Introductory Phrase(s) • topic or subject matter _____________________________________________________________ introduced in _ general terms • author, title(s) of _____________________________________________________________ _ text(s) to be discussed _____________________________________________________________ _ Directional Sentence(s) Check For: _____________________________________________________________ • method of _ development • issues or ideas from the text(s) _____________________________________________________________ relating to topic _ or subject matter _____________________________________________________________ _____________________________________________________________ _ Thesis Statement Check For: _____________________________________________________________ • contentious _ stand on the subject
  • 13. matter & its presence in the _____________________________________________________________ _ text(s) Body Paragraphs X 3 (This outline assumes that the writer needs to incorporate 3 pieces of textual evidence into each body paragraph) Check For:
  • 14. Statement of issue • issue must be one of those _____________________________________________________________ introduced in _ the introductory paragraph’s directional _____________________________________________________________ sentence _ _____________________________________________________________ _ Specific example from text Check For: _____________________________________________________________ • is the _ example stated in the writer’s own words _____________________________________________________________ • is the _ example specific (citing names, events, places etc...) _____________________________________________________________ • is the example accurate and in _____________________________________________________________ support of the _ issue Quotation or Detailed Paraphrase Check For: _____________________________________________________________ • does the _ quotation support the specific example
  • 15. • proper citation of _____________________________________________________________ source _ text _____________________________________________________________ _ Explanation of Textual Evidence (Example/ Quotation-Paraphrase) Check For: _____________________________________________________________ • does the _ explanation focus on how the Textual Evidence _____________________________________________________________ _ supports the issue introduced in this paragraph _____________________________________________________________ _ _____________________________________________________________ _ Specific Example# 2 (with transitional phrase built in Check For: to bridge the gap from the previous example’s explanation) • same as example # 1 _____________________________________________________________ _ • also is there an attempt to provide a transition from _____________________________________________________________ the previously _ explained example
  • 16. _____________________________________________________________ _ Quotation or Detailed Paraphrase # 2 Check For: _____________________________________________________________ • same as _ quotation/ paraphrase # 1 _____________________________________________________________ _ _____________________________________________________________ _ Explanation of Textual Evidence # 2 Check For: _____________________________________________________________ • same as _ explanation #1 _____________________________________________________________ _ _____________________________________________________________ _ Concluding Statement on Issue Check For: _____________________________________________________________ • is there a _ clear attempt to tie the 2 pieces of textual evidence _____________________________________________________________ introduced and _
  • 17. argued together _____________________________________________________________ • is there a _ clear attempt to show how the evidence supports the issue introduced as well as the overall thesis of the essay Concluding Paragraph Re-statement of Thesis Check For: ________________________________________________________ • reminder of the _ paper’s main point or unifying and contentious idea ________________________________________________________ • is there a sense _ that the writer is re-stating the
  • 18. thesis with the understanding that ________________________________________________________ he/she has _ succeeded in making their point ________________________________________________________ _ Re-affirmation of Issues Check For: ________________________________________________________ • reminder of the _ issues discussed in the body paragraphs ________________________________________________________ • argumentative _ language linking the issues together as well as to the thesis ________________________________________________________ _ ________________________________________________________ _ Concluding Sentence(s) Check For: ________________________________________________________ • is there a sense _ of a closing thought on this topic and the contention made in ________________________________________________________ the thesis _ • is there a clear attempt to provide a broader ________________________________________________________ perspective or a _ more worldly view of the topic