This document provides an outline for writing a 5 paragraph essay, including sections on introductory paragraphs, body paragraphs, and concluding paragraphs. Key points include introducing the topic and author in the intro, stating a contentious thesis, using specific examples and quotes from the text to support the thesis in each body paragraph, and restating the thesis while tying together the main points in the conclusion. The document aims to guide students in developing a structured essay with a clear introduction, body, and conclusion focused on effectively analyzing a text.
This document provides an agenda and notes for an EWRT 1C class. The agenda includes drafting the second paper, studying for the first exam, and reviewing technical details of integrating quotations and avoiding grammatical errors when citing sources. The exam will cover short stories, poetry, and critical theories discussed in class such as New Criticism, Feminist Criticism, and Psychoanalytic Criticism. A review session provides sample exam questions and reminds students to prepare for Exam #1 at the next class meeting by reading the assigned short story.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
This document provides an agenda and notes for an EWRT 1C class. The agenda includes drafting the second paper, studying for the first exam, and reviewing technical details of integrating quotations and avoiding grammatical errors when citing sources. The exam will cover short stories, poetry, and literary theories discussed in classes 1-16. An exam review is scheduled for classes 4-20 to cover identifying works and authors, character identification, defining terms, identifying theories, and short essay questions. Homework includes studying for exam 1 and posting a draft introduction, thesis, and body paragraph for peer review. Students should also continue working on essay 2.
The summary provides the following key points in 3 sentences:
1) The chapter discusses how Shakespeare is often referenced by new writers because his works are so widely read and considered a high standard of literature.
2) It explains that Shakespeare is seen as an "authority" since his texts are viewed as "sacred" on par with the Bible, and they provide a source for new writers to develop their own ideas against.
3) The chapter also gives examples of how Shakespeare's works have been recreated in other literary works and media, demonstrating the ongoing influence of the Bard.
Major assignment 3 lecture eight analyzing the textJamie Flathers
This document provides guidance on analyzing a scholarly article for a rhetorical analysis assignment. It begins with an explanation of how to integrate quotes from the text to support claims about the text. Then, it analyzes the exigence, motivations, and aims of Donald Murray's article "Response of a Laboratory Rat" through relevant quotes. The analysis of exigence discusses the context of writing process research at the time. For motivations, it examines quotes that explain Murray's willingness to participate. Finally, it identifies Murray's aims as helping readers understand writing processes and encouraging more humane research methods based on quotes from the article. The document concludes by advising the analysis of one element at a time using evidence from the text.
English literature can be divided into four main types - poetry, drama, fiction, and nonfiction. Poetry is a type of literature that conveys thoughts in a lyrical arrangement of words and can have structured forms like rhyming lines or freeform styles. Drama is a composition intended to be acted on stage involving characters and conflict. Fiction includes novels, short stories, and novellas that are created from imagination rather than presented as fact. Nonfiction is based on true events and includes categories like narrative, expository, persuasive, and descriptive writing.
This document provides an outline and guidance for writing an analytical essay about a poem using MLA style. It covers developing an introduction with a thesis statement, writing the body paragraphs with evidence and analysis, and concluding the essay. Technical details are also included on properly integrating quotations, citations, and formatting a works cited page according to MLA standards. The document aims to instruct students on the key components of writing an effective poetry analysis essay.
The document provides guidance on revising non-fiction writing. It discusses key elements to focus on in revision such as scenes, characters, voice, plot, and theme. Scenes should recreate emotional impact through action in real time rather than summary. Revision requires re-envisioning the work by changing word choice, sentence structure, and narrative elements rather than just editing. The document outlines specific techniques for strengthening writing through revision like varying syntax, eliminating vague language, and using active voice. Revision is an essential part of developing writing from a first draft to a polished work.
This document provides an agenda and notes for an EWRT 1C class. The agenda includes drafting the second paper, studying for the first exam, and reviewing technical details of integrating quotations and avoiding grammatical errors when citing sources. The exam will cover short stories, poetry, and critical theories discussed in class such as New Criticism, Feminist Criticism, and Psychoanalytic Criticism. A review session provides sample exam questions and reminds students to prepare for Exam #1 at the next class meeting by reading the assigned short story.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
This document provides an agenda and notes for an EWRT 1C class. The agenda includes drafting the second paper, studying for the first exam, and reviewing technical details of integrating quotations and avoiding grammatical errors when citing sources. The exam will cover short stories, poetry, and literary theories discussed in classes 1-16. An exam review is scheduled for classes 4-20 to cover identifying works and authors, character identification, defining terms, identifying theories, and short essay questions. Homework includes studying for exam 1 and posting a draft introduction, thesis, and body paragraph for peer review. Students should also continue working on essay 2.
The summary provides the following key points in 3 sentences:
1) The chapter discusses how Shakespeare is often referenced by new writers because his works are so widely read and considered a high standard of literature.
2) It explains that Shakespeare is seen as an "authority" since his texts are viewed as "sacred" on par with the Bible, and they provide a source for new writers to develop their own ideas against.
3) The chapter also gives examples of how Shakespeare's works have been recreated in other literary works and media, demonstrating the ongoing influence of the Bard.
Major assignment 3 lecture eight analyzing the textJamie Flathers
This document provides guidance on analyzing a scholarly article for a rhetorical analysis assignment. It begins with an explanation of how to integrate quotes from the text to support claims about the text. Then, it analyzes the exigence, motivations, and aims of Donald Murray's article "Response of a Laboratory Rat" through relevant quotes. The analysis of exigence discusses the context of writing process research at the time. For motivations, it examines quotes that explain Murray's willingness to participate. Finally, it identifies Murray's aims as helping readers understand writing processes and encouraging more humane research methods based on quotes from the article. The document concludes by advising the analysis of one element at a time using evidence from the text.
English literature can be divided into four main types - poetry, drama, fiction, and nonfiction. Poetry is a type of literature that conveys thoughts in a lyrical arrangement of words and can have structured forms like rhyming lines or freeform styles. Drama is a composition intended to be acted on stage involving characters and conflict. Fiction includes novels, short stories, and novellas that are created from imagination rather than presented as fact. Nonfiction is based on true events and includes categories like narrative, expository, persuasive, and descriptive writing.
This document provides an outline and guidance for writing an analytical essay about a poem using MLA style. It covers developing an introduction with a thesis statement, writing the body paragraphs with evidence and analysis, and concluding the essay. Technical details are also included on properly integrating quotations, citations, and formatting a works cited page according to MLA standards. The document aims to instruct students on the key components of writing an effective poetry analysis essay.
The document provides guidance on revising non-fiction writing. It discusses key elements to focus on in revision such as scenes, characters, voice, plot, and theme. Scenes should recreate emotional impact through action in real time rather than summary. Revision requires re-envisioning the work by changing word choice, sentence structure, and narrative elements rather than just editing. The document outlines specific techniques for strengthening writing through revision like varying syntax, eliminating vague language, and using active voice. Revision is an essential part of developing writing from a first draft to a polished work.
The document provides an outline for a literary analysis essay, including an introductory paragraph with a hook, background on the book, and thesis statement. The body paragraphs each contain a topic sentence, examples from the book with analysis, and a closing sentence. The conclusion paragraph restates the thesis, reflects on the ideas, and provides a final closing statement.
This document discusses poetry translation. It begins by defining translation and outlining common translation procedures and methods. It then defines poetry translation as relaying poetry into another language while preserving features like sound, syntax, or meaning. The document provides five tips for translating poetry, including staying close to the original poem and understanding the poet. It provides an example translation of a sonnet by Shakespeare into Turkish. It also provides biographical information about poet Paul Laurence Dunbar and an example poem by him with an English to Turkish translation. Famous quotes on the challenges of poetry translation are included at the end.
The document provides guidance on revising creative non-fiction writing. It discusses how revision involves re-seeing the work and consciously changing what is on the page. The first draft should come from inspiration rather than criticism. Revision examines larger elements like scene, character, voice, and theme. Scenes should recreate key emotional moments in real time rather than through summary. Revision also examines plot, narrative structure, voice, conflict, and line editing tips. The overall message is that revision is an important process for strengthening a piece of writing.
This document provides an introduction to literature and strategies for reading, discussing, and writing about literary works. It discusses active reading techniques like making connections, asking questions, and visualizing. It also covers annotating texts, participating in discussions, and writing responses by making connections between works, incorporating textual evidence, and using the literary present tense. The document emphasizes reading holistically, discussing works honestly and thoughtfully, and being creative in essay titles and discussions.
A short story focuses on one main incident or plot within a limited timeframe and set of characters. It can typically be read in one sitting due to its shorter length, which is usually between 1,000 to 20,000 words. A short story contains the basic narrative elements of a lead, main character introduction, setting, problem introduction, plot development towards a climax, character change, and resolution.
This document provides an agenda and notes for an English writing class. It covers key elements of writing an academic essay such as developing a strong thesis statement, writing effective introductions and conclusions, and constructing a solid argument with evidence. It also discusses MLA formatting standards and includes examples of analyzing poetry with summaries of specific poems. The document orients students on the key components of writing a successful academic essay with a focus on poetry analysis.
This document is a translation and critical analysis of Bae Suah's short story "Towards Marzahn." It begins with an introduction to Bae Suah and her place in contemporary Korean literature. It then discusses the challenges of translating "Towards Marzahn," including determining the narrative voice and handling repetition. The bulk of the document is the English translation of the story. It concludes with a commitment to provide a critical analysis of the story in the following section.
Non finite clauses and clauses without verbs chapter 13云珍 邓
This document discusses non-finite clauses and verbless clauses. It covers four main topics: 1) The four kinds of non-finite clauses including to-infinitival, bare infinitival, gerund-participial, and past participial clauses. 2) The form and functions of non-finite clauses. 3) The catenative construction where non-finite clauses are complements of verbs. 4) Verbless clauses which can function as complements of prepositions or directly as adjuncts.
The document discusses various techniques for creating cohesion in text, including repetition, reference, substitution, ellipsis, and conjunction. It defines each technique and provides examples to illustrate how they link ideas and give text meaning and coherence.
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
The document provides materials and tasks for a lesson on Edgar Allan Poe's short story "The Tell-Tale Heart." Students are instructed to prepare to turn in their analysis of the "Drummer Boy" letter, rate their understanding, and fold a sheet of paper into four boxes. The learning goal is for students to be able to analyze elements of setting, characterization, and plot in "The Tell-Tale Heart." Various classroom activities are outlined, including vocabulary work, close reading checkpoints, group discussions, and a reflective writing assignment comparing Poe's poems "Annabel Lee" and "The Raven."
This document provides an agenda and instructions for a class on writing skills. It covers revision strategies, integrating quotations, citing summarized material, and MLA formatting. It instructs students to get into peer review pairs to read and comment on each other's essays using questions from a handout. Guidelines are provided on integrating short and long quotations, citing two or more paragraphs, avoiding grammatical errors, and creating a Works Cited page using MLA style. Students are directed to additional resources for help with MLA formatting and citations.
The document discusses comma splices, which occur when independent clauses are joined by a comma instead of a period or other punctuation. It provides examples of comma splices and their corrections. The most common way to fix a comma splice is by replacing the comma with a period, turning the independent clauses into separate sentences. However, comma splices can also be corrected by joining the independent clauses with a coordinating conjunction like "and", "but", or "or". Using a coordinating conjunction keeps the ideas together in one sentence rather than separating them.
This document provides an overview of essay writing. It defines an essay as a short written composition expressing personal ideas or opinions. Essays have characteristics like unity, order, brevity, style, and personal touch. There are four main types of essays: narrative, descriptive, expository, and persuasive. An essay consists of an introduction with a thesis statement, body paragraphs with a topic sentence and details/examples, and a conclusion that restates the main argument. Good essay writing involves planning, brainstorming, proofreading, and adding references.
This document provides an agenda and instructions for a class on writing skills. It includes the following topics: revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It outlines a peer review activity where students will get into pairs to read and comment on each other's essays. It provides guidelines on integrating short and long quotations, citing summarized ideas, avoiding grammatical errors when quoting, and punctuation rules for quotations. It also reviews how to create a works cited page using MLA style. The class will conclude by changing peer review teams and discussing new assigned readings on Lao-Tzu and Machiavelli.
The document provides guidance on using quotations and quotation marks when incorporating direct quotations into writing. It discusses proper punctuation of quotations, including placing commas and periods inside or outside quotation marks depending on whether the punctuation is part of the quoted material. It also covers quoting quotations with single quotation marks and using ellipses, brackets, and block quotations. The document provides examples and explanations for direct quotations, partial quotations, lead-ins for quotes, in-text citations, and formatting titles and sources.
This document provides guidance for analyzing the form and structure of the poem "My Papa's Waltz" through scanning and identifying its meter, rhyme scheme, and other formal elements. It begins with instructions for reading and scanning the poem by marking stressed and unstressed syllables. It then demonstrates scanning the first stanza. Further instructions provide steps for identifying the poem's dominant metrical foot (iambic), number of feet per line (trimeter), and rhyme scheme (imperfect abab quatrains). The document aims to teach formal analysis of a poem's linguistic and rhythmic qualities.
This document provides an agenda and instructions for a class on writing skills. It includes sections on revision strategies, integrating quotations, citing summarized material, and MLA formatting. It outlines a peer review activity where students will get into pairs to read and comment on each other's essays. Guidelines are provided on integrating short and long quotations, citing summarized ideas, avoiding grammatical errors, and creating a Works Cited page in MLA format. Students are directed to online resources for more information on MLA style and citations.
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
1. The document outlines the steps taken to create a two-page magazine article, including adding a heading with red font on a red background, adding page numbers with borders, and including the magazine's web address.
2. The main article includes an interview with an artist, with questions in italicized red font and answers in black to distinguish them. A large image of the artist is also included.
3. To ensure continuity across the two pages, the same heading, font, and borders are used on the right page, along with additional page numbers, web address, remaining article text, and another image of the artist with a description.
The document provides an outline for a literary analysis essay, including an introductory paragraph with a hook, background on the book, and thesis statement. The body paragraphs each contain a topic sentence, examples from the book with analysis, and a closing sentence. The conclusion paragraph restates the thesis, reflects on the ideas, and provides a final closing statement.
This document discusses poetry translation. It begins by defining translation and outlining common translation procedures and methods. It then defines poetry translation as relaying poetry into another language while preserving features like sound, syntax, or meaning. The document provides five tips for translating poetry, including staying close to the original poem and understanding the poet. It provides an example translation of a sonnet by Shakespeare into Turkish. It also provides biographical information about poet Paul Laurence Dunbar and an example poem by him with an English to Turkish translation. Famous quotes on the challenges of poetry translation are included at the end.
The document provides guidance on revising creative non-fiction writing. It discusses how revision involves re-seeing the work and consciously changing what is on the page. The first draft should come from inspiration rather than criticism. Revision examines larger elements like scene, character, voice, and theme. Scenes should recreate key emotional moments in real time rather than through summary. Revision also examines plot, narrative structure, voice, conflict, and line editing tips. The overall message is that revision is an important process for strengthening a piece of writing.
This document provides an introduction to literature and strategies for reading, discussing, and writing about literary works. It discusses active reading techniques like making connections, asking questions, and visualizing. It also covers annotating texts, participating in discussions, and writing responses by making connections between works, incorporating textual evidence, and using the literary present tense. The document emphasizes reading holistically, discussing works honestly and thoughtfully, and being creative in essay titles and discussions.
A short story focuses on one main incident or plot within a limited timeframe and set of characters. It can typically be read in one sitting due to its shorter length, which is usually between 1,000 to 20,000 words. A short story contains the basic narrative elements of a lead, main character introduction, setting, problem introduction, plot development towards a climax, character change, and resolution.
This document provides an agenda and notes for an English writing class. It covers key elements of writing an academic essay such as developing a strong thesis statement, writing effective introductions and conclusions, and constructing a solid argument with evidence. It also discusses MLA formatting standards and includes examples of analyzing poetry with summaries of specific poems. The document orients students on the key components of writing a successful academic essay with a focus on poetry analysis.
This document is a translation and critical analysis of Bae Suah's short story "Towards Marzahn." It begins with an introduction to Bae Suah and her place in contemporary Korean literature. It then discusses the challenges of translating "Towards Marzahn," including determining the narrative voice and handling repetition. The bulk of the document is the English translation of the story. It concludes with a commitment to provide a critical analysis of the story in the following section.
Non finite clauses and clauses without verbs chapter 13云珍 邓
This document discusses non-finite clauses and verbless clauses. It covers four main topics: 1) The four kinds of non-finite clauses including to-infinitival, bare infinitival, gerund-participial, and past participial clauses. 2) The form and functions of non-finite clauses. 3) The catenative construction where non-finite clauses are complements of verbs. 4) Verbless clauses which can function as complements of prepositions or directly as adjuncts.
The document discusses various techniques for creating cohesion in text, including repetition, reference, substitution, ellipsis, and conjunction. It defines each technique and provides examples to illustrate how they link ideas and give text meaning and coherence.
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
The document provides materials and tasks for a lesson on Edgar Allan Poe's short story "The Tell-Tale Heart." Students are instructed to prepare to turn in their analysis of the "Drummer Boy" letter, rate their understanding, and fold a sheet of paper into four boxes. The learning goal is for students to be able to analyze elements of setting, characterization, and plot in "The Tell-Tale Heart." Various classroom activities are outlined, including vocabulary work, close reading checkpoints, group discussions, and a reflective writing assignment comparing Poe's poems "Annabel Lee" and "The Raven."
This document provides an agenda and instructions for a class on writing skills. It covers revision strategies, integrating quotations, citing summarized material, and MLA formatting. It instructs students to get into peer review pairs to read and comment on each other's essays using questions from a handout. Guidelines are provided on integrating short and long quotations, citing two or more paragraphs, avoiding grammatical errors, and creating a Works Cited page using MLA style. Students are directed to additional resources for help with MLA formatting and citations.
The document discusses comma splices, which occur when independent clauses are joined by a comma instead of a period or other punctuation. It provides examples of comma splices and their corrections. The most common way to fix a comma splice is by replacing the comma with a period, turning the independent clauses into separate sentences. However, comma splices can also be corrected by joining the independent clauses with a coordinating conjunction like "and", "but", or "or". Using a coordinating conjunction keeps the ideas together in one sentence rather than separating them.
This document provides an overview of essay writing. It defines an essay as a short written composition expressing personal ideas or opinions. Essays have characteristics like unity, order, brevity, style, and personal touch. There are four main types of essays: narrative, descriptive, expository, and persuasive. An essay consists of an introduction with a thesis statement, body paragraphs with a topic sentence and details/examples, and a conclusion that restates the main argument. Good essay writing involves planning, brainstorming, proofreading, and adding references.
This document provides an agenda and instructions for a class on writing skills. It includes the following topics: revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It outlines a peer review activity where students will get into pairs to read and comment on each other's essays. It provides guidelines on integrating short and long quotations, citing summarized ideas, avoiding grammatical errors when quoting, and punctuation rules for quotations. It also reviews how to create a works cited page using MLA style. The class will conclude by changing peer review teams and discussing new assigned readings on Lao-Tzu and Machiavelli.
The document provides guidance on using quotations and quotation marks when incorporating direct quotations into writing. It discusses proper punctuation of quotations, including placing commas and periods inside or outside quotation marks depending on whether the punctuation is part of the quoted material. It also covers quoting quotations with single quotation marks and using ellipses, brackets, and block quotations. The document provides examples and explanations for direct quotations, partial quotations, lead-ins for quotes, in-text citations, and formatting titles and sources.
This document provides guidance for analyzing the form and structure of the poem "My Papa's Waltz" through scanning and identifying its meter, rhyme scheme, and other formal elements. It begins with instructions for reading and scanning the poem by marking stressed and unstressed syllables. It then demonstrates scanning the first stanza. Further instructions provide steps for identifying the poem's dominant metrical foot (iambic), number of feet per line (trimeter), and rhyme scheme (imperfect abab quatrains). The document aims to teach formal analysis of a poem's linguistic and rhythmic qualities.
This document provides an agenda and instructions for a class on writing skills. It includes sections on revision strategies, integrating quotations, citing summarized material, and MLA formatting. It outlines a peer review activity where students will get into pairs to read and comment on each other's essays. Guidelines are provided on integrating short and long quotations, citing summarized ideas, avoiding grammatical errors, and creating a Works Cited page in MLA format. Students are directed to online resources for more information on MLA style and citations.
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
1. The document outlines the steps taken to create a two-page magazine article, including adding a heading with red font on a red background, adding page numbers with borders, and including the magazine's web address.
2. The main article includes an interview with an artist, with questions in italicized red font and answers in black to distinguish them. A large image of the artist is also included.
3. To ensure continuity across the two pages, the same heading, font, and borders are used on the right page, along with additional page numbers, web address, remaining article text, and another image of the artist with a description.
The document describes the steps taken to create a contents page for a music magazine, including choosing an inverted black and white color scheme, adding a list of features in different fonts, giving page numbers a red font for significance, warping images to bulge them, adding page numbers to images in varied colors with stroke effects, and distinguishing the beginning of an editorial with another font.
I have learned several new technologies in constructing my media studies coursework project including blogs for organizing my work, Adobe Photoshop for digitally manipulating images and designing magazine pages, and Microsoft programs like PowerPoint for creating slides, Excel for graphs and charts, and SlideShare for uploading slideshows. These digital tools helped make the project more effective and organized.
The document outlines the steps taken to create a magazine front cover, including adding a logo, images, barcodes, issue numbers, colors, cover lines, and borders. Main elements like the logo, images, issue number, and cover lines were incorporated. Fonts and layers were adjusted to make elements like the heading and cover lines more visible and visually appealing. The process resulted in a complete magazine front cover design.
The document provides an overview of classroom activities taking place over the course of a week. [1] Students will work on writing supported opinion paragraphs, analyzing news articles, and developing policy statements in groups. [2] Activities focus on connecting ideas, critical thinking, and problem solving. [3] The culminating assignment is for students to write a short memo to an MP on a social issue.
1 Outline Structure for Literary Analysis Essay I. .docxShiraPrater50
1
Outline Structure for Literary Analysis Essay
I. Catchy Title
II. Paragraph 1: Introduction (Use HATMAT)
A. Hook
B. Author
C. Title
D. Main characters
E. A short summary
F. Thesis
III. Paragraph 2: First Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
IV. Paragraph 3: Second Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
V. Paragraph 4: Third Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
VI. Conclusion (You do not necessarily have to follow this order, but include the following):
A. Summarize your argument.
B. Extend the argument.
C. Show why the text is important.
2
Parts to a Great Essay
same as above, just worded differently
1. A Catchy Title
2. Introduction: the opening paragraph. The introduction should include the
following:
a. Hook, Author, Title, Main Characters, A Short Summary, Thesis
b. Hook: The beginning sentences of the introduction that catch the reader’s
interest. Ways of beginning creatively include the following:
A startling fact or bit of information
A meaningful quotation (from the work or another source)
A rich, vivid description
An analogy or metaphor
c. Introductions should identify the work of literature being discussed, name
the author, and briefly present the issue that the body of your essay will
more fully develop (your thesis). Basically, introductions suggest that
something interesting is occurring in a particular work of literature.
3. Body: The body of your paper should logically and fully develop and support your
thesis.
a. Each body paragraph should focus on one main idea that supports your
thesis statement.
b. These paragraphs include:
i. A topic sentence – a topic sentence states the main point of a
paragraph: it serves as a mini-thesis for the paragraph. You might
think of it as a signpost for your readers—or a headline—something
that alerts them to the most important, interpretive points i ...
This document discusses different types of paragraphs based on location within a document, content, and logical structure. It identifies opening, closing, transition, and summary paragraphs based on location. Supporting, definition, chronological, descriptive, explanatory, expository, and narrative paragraphs are described based on content. Comparative, causal, problem-solution, sequence, deductive, and inductive paragraphs are outlined based on logical structure.
This document discusses the key elements of writing an effective paragraph. It defines a paragraph as a basic unit of organization in writing that develops a single central idea through a group of related sentences. An effective paragraph has unity, coherence, and adequate development. It also outlines the basic structure of an introductory topic sentence, body, and concluding sentence. Finally, it describes the main types of paragraphs including descriptive, narrative, and different types of expository paragraphs such as division/classification, illustration, cause/effect, comparison/contrast, and definition.
A guide to writing the literary analysis essayPato_Ch
This document provides guidance on writing a literary analysis essay, including sections on the introduction, thesis, body paragraphs, and conclusion. The introduction should catch the reader's interest and include background on the work and the theme. The thesis should relate to the overall theme and suggest how the author reveals it. Body paragraphs should each include a topic sentence, textual evidence, commentary, and clincher sentence to support the thesis. The conclusion restates the thesis and reflects on how the essay topic relates to the work as a whole.
1 A Guide to the Literary-Analysis Essay INTRODU.docxmercysuttle
1
A Guide to the Literary-Analysis Essay
INTRODUCTION: the section in your essay. It begins creatively in order to catch your
reader’s interest, provides essential background about the literary work, and prepares the reader
for you major thesis. The introduction must include the author and title of the work as well
as an explanation of the theme to be discussed. Other essential background may include
setting, capsule plot summary, an introduction of main characters, and definition of terms.
The major thesis goes at the end. Because the major thesis sometimes sounds tacked on, use
a transition between the background information and the thesis of the essay.
CREATIVE OPENING: the beginning sentences of the introduction that catches the reader’s
interest. The types of introductions listed below are not the complete introductions. The
examples only represent a type of introduction. The introduction is more than you see here.
Ways of beginning creatively include the following:
1) A startling fact or bit of information
Ex. Nearly two citizens were arrested as witches during the Salem witch scare of 1692.
Eventually nineteen were hanged, and another was pressed to death (Marks 65).
2) A snatch of dialogue between two characters
Ex. “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “Well,”
I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in
Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous
“it” in his life.
3) A meaningful quotation (from the work or another source)
Ex. “To be, or not to be, that is the question” {3.1.57}. This familiar statement expresses the
young prince’s moral dilemma in William Shakespeare’s tragedy Hamlet, Prince of Denmark.
4) A universal idea.
Ex. The terrifying scenes a soldier experiences on the front probably follow him throughout his
life—if he manages to survive the war.
5) A rich, vivid description of the setting
Ex. Sleepy Maycomb, like other Southern towns, suffers considerably during the Great
Depression. Poverty reaches from the privileged families, like the Finches, to the Negroes and
“white trash” Ewells, who live on the outskirts of town. Harper Lee paints a vivid picture of life
in this humid Alabama town where tempers and bigotry explode into conflict.
2
6) An analogy or metaphor
Ex. Life is like a box of chocolates: we never know what we’re going to get. This element of
uncertainty plays a major role in many dramas. For example, in Shakespeare’s play, Romeo and
Juliet have no idea what tragedies lie ahead when they fall so passionately and impetuously in
love.
7) MAJOR THESIS: a statement that provides the subject and overall opinion of your
essay. For a literary analysis your major thesis must (1) relate to the theme of the
work and (2) suggest how this theme is revealed by the author. A good thesis may ...
Overall Instruction· For any of these topic choices, you must q.docxalfred4lewis58146
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
This document provides guidance for oral presentations on chapters from a novel in a Chicano literature class. It outlines that each group will have 3 presenters who will discuss: I) a summary of events; II) interpretive aspects like plot, character, theme and point of view; and III) stylistic features used by the author. It provides details on the types of information that should be presented for each chapter's plot points, characters, theme, and other literary devices. The document aims to ensure all students are prepared to participate in discussions on each chapter.
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
The document provides the agenda and instructions for EWRT 1C Class 7. It includes a discussion of four poems: "There Is a Girl Inside", "The Fish", "A Black Rook in Rainy Weather", and "Memories of West Street and Lepke". Students will choose one of the poems for a 500-750 word thesis-driven essay responding to a prompt. The essay should include a close reading that discusses how the poem communicates meaning through poetic strategies and why those strategies were used. Students will then discuss their chosen poem in groups to consider approaches and potential thesis ideas.
Ewrt 211 class 10 alternative assignmentkimpalmore
This document summarizes an EWRT 211 class on essay writing. The class covered MLA in-text citations, the essay #3 writing prompt on analyzing a character trait, and components of a strong introduction. For the trait analysis essay, students must choose a character trait, define it, and analyze its portrayal in a Harry Potter character. The class reviewed sample thesis statements and introductions. Homework includes reading Harry Potter chapters, a quiz, additional articles on the chosen trait, and drafting an introduction and thesis for the trait analysis essay.
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning New Critical analysis, rhetorical strategies, and MLA documentation. Students must choose one of four poems listed and write a 3-5 page essay examining how elements in the poem create tension and resolution, revealing the work's overall meaning. The document provides detailed suggestions for close reading, including analyzing dramatic elements, form, language, imagery, and how parts contribute to the whole. It lists learning outcomes, skills required, formatting requirements, and tips for success.
The document provides instructions for taking Cornell notes on a chapter from the book "How to Read Literature Like a Professor" by Thomas Foster. The chapter is titled "When in Doubt, It's from Shakespeare". The instructions include 5 focus questions about the chapter and key terms to define. The notes are to address the questions using details from the text, define the vocabulary, and include a summary.
The document provides guidance on writing essays about literature and fiction. It outlines the structure of a five-paragraph essay, including an introductory paragraph with a thesis statement and "hook", three body paragraphs with arguments/examples and transitional hooks, and a concluding paragraph that restates the thesis and summarizes main points. For writing about fiction, it advises considering plot, point of view, setting, characters, literary techniques like irony and foreshadowing, titles and their meanings, and identifying themes.
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. Students must choose one of the listed poems and write a 3 to 5 page essay examining how elements of the poem work together to create an "organic unity" and resolve tensions in the work. The document outlines best practices for a close reading, including analyzing poetic form, imagery, syntax and other literary devices to support a thesis about the poem's overall meaning. Students are expected to demonstrate understanding of New Criticism techniques and incorporate textual evidence from the primary work.
This document provides an overview of essays, including their definition, characteristics, classification, structure, writing process, and advantages/disadvantages. It defines an essay as a short written composition expressing personal ideas or opinions. The key characteristics are unity, order, brevity, style, and personal touch. Essays are classified into narrative, descriptive, expository, reflective, and imaginative. The writing process involves an introduction with a hook, thesis and background; body paragraphs with a topic sentence, details and conclusion; and a conclusion summarizing the main points. Revision and proofreading are important final steps.
This document provides an agenda for a class on writing and citing sources. It includes sections on revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It outlines a writing workshop where students will get into peer review pairs and provide feedback on each other's essays using a handout of questions. It provides guidance on integrating short and long quotations, including punctuation rules. It also reviews citing summarized material, avoiding grammatical errors when quoting, and formatting the works cited page in MLA style. The class will then change peer review teams and discuss essays related to the philosophers Lao-Tzu and Machiavelli and how their ideas apply to A Game of Thrones.
The document provides guidelines for writing a literary essay, including that it should provide an original interpretation of a literary work, not just summarize the plot. It outlines the key components of a successful literary essay such as an introduction with a clear thesis, body paragraphs with examples and quotes from the text to support the thesis, and a conclusion that restates the thesis. Proper formatting and citation guidelines are also reviewed.
Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docxvoversbyobersby
Core 168: LITERARY ANALYSIS ESSAY
Your first essay for the course will be a literary analysis essay. You will choose one primary text (one of the poems, stories, speeches, or memoirs) from our class reading so far and then focus your essay analyzing the text.
Your analysis must have:
· a worthwhile, interesting introduction leading to your thesis sentence (stating the focus/main point of the essay);
· a substantial body of paragraphs to support your analysis (at least 2-3 paragraphs);
· an interesting, relevant conclusion.
You will follow these steps of the writing process to write your essay. Each step will also earn you assignment credit. Your assignments will provide guidance for how to approach and perform a literary analysis. Also, included below are specific directions for HOW TO WRITE A LITERARY ANALYSIS ESSAY:
1. Read “How to Write a Literary Analysis Essay” (below in this document);
2. Choose a primary text of literature as your focus for the essay; (9/25/18)
3. Brainstorm regarding two different aspect of the text—the content (WHAT THE TEXT SAYS) and the literary devices (HOW THE TEXT SAYS WHAT IT SAYS). If you would like to use a recommended topic, you may do so, but you are also free to explore your own topic (9/27/18)
4. Determine WHAT is interesting and important about what happens in the text and make a statement about it. That statement is your thesis statement. (9/27/18)
5. Write an essay to support your thesis statement, using textual evidence (quotes from the primary text) to illustrate and provide examples of your thesis. (10/2/18)
6. Revise your essay for content and organization. (10/4/18)
7. Edit your essay for clarity and correctness.
8. Visit the Writing Center and do a peer review of your essay.
9. Proofread your essay before submitting it.
10. Submit your essay by the deadline of 10/10/18.
SUGGESTED/EXAMPLE TOPICS
· Examine Sherman Alexie’s poem “Grief Calls Us to the Things of This World”
· Examine how Nora Naranjo-Morse uses the legend/tradition of the coyote trickster in her poem “A Well Traveled Coyote”
· Analyze the coyote figure in any of the coyote texts from Native American Coyote Mythology
· Analyze Red Jacket’s rhetorical strategies he used in his speeches
· Examine how Black Elk uses descriptive details to evoke empathy for his people in Black Elk Speaks
· Analyze Lame Deers use of one or more of the following literary devices: simile/metaphor; circular storytelling; humor
· Analyze E. Pauline Johnson’s short story (fiction) “As It Was in the Beginning,” focusing on one or more of the following:
· 1st person point of view;
· the focus on skin color and how race is characterized in the text;
· the focus on womanhood, particularly Ester’s connection with her mother and how Ester uses the wisdom passed from her mother;
· the circularity of the story in terms of the beginning and end of the text and Ester’s return home;
· the significance of the snake;
· how Christian ideas of heaven and hell a.
This document provides instructions for an essay assignment analyzing a critical article about Ernest Hemingway. Students are asked to summarize and engage with the critical article, discussing how their initial impressions of the assigned reading were complicated or changed. They must consider how the readings fit with themes from the course, such as readings in short fiction and late 19th century American literature. The essay should be 3-4 pages double spaced with citations, a thesis, topic sentences, and textual evidence to support points.
Similar to The EssayEastdale Collegiate English DepartmentENG 3U1ENG 4U1Tabl (20)
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document discusses world religions and religious sites in Europe. It defines religion as a set of common beliefs, practices, rituals, traditions, and spiritual experiences that can include prayer, mythology, sacred texts, and places of worship. Some of the major world religions mentioned are Christianity, Islam, Hinduism, Buddhism, Judaism, Chinese traditional religions, Sikhism, and Jainism. Examples are given of some iconic religious sites around the world, including churches, mosques, temples, and other structures that are culturally or historically significant places of worship.
This document provides an overview of common grammar errors and strategies for improving proofreading skills. It discusses topics like spelling, punctuation, capitalization, subject-verb agreement, pronoun usage, parallel structure, dangling modifiers, and run-on sentences. Readers are encouraged to learn the rules to avoid errors and make proofreading a regular habit to strengthen their writing.
This document discusses report writing and provides guidance on writing short reports. It explains that reports are used to keep records, share information with others, and help with evaluation and further actions. It then provides a template for writing short reports, including sections for the title page, abstract/summary, introduction, background, discussion, conclusion, and recommendations. It provides details on what to include in each section, such as using the introduction to identify the subject and purpose and the discussion section to focus on methods, findings, and evaluation.
The document provides instructions for a student assignment to write a short report of 5 pages or less in memo or letter format. Students were asked to research and write about an aspect of student or campus life based on their own experiences or research from different sources. The report requires students to collect, analyze, organize and synthesize information into standard categories. A sample report is provided that analyzes an aspect of student life, contains recommendations, shows analysis, and makes transitions, but could be improved with subcategories and a subject line heading.
This document discusses both the benefits and risks of internet use for kids and teens. It describes how excessive internet use can lead to social isolation, depression, physical health issues like obesity, and in some cases, cyberbullying and eating disorders. However, it also notes that the internet allows kids to connect with friends and family, find helpful information, and develop valuable computer skills. Overall, the conclusion is that with appropriate guidance from parents on setting limits and quality of interactions, most kids can benefit from safe internet use.
The document provides an overview of classroom activities for the week related to analyzing articles and developing writing skills. Key points include:
1. Students will analyze articles, develop supported opinion paragraphs, and create cell phone policy statements in groups.
2. On Wednesday and Thursday, students will develop and present short talks on social issues in small groups.
3. An activity on loneliness and isolation includes having students complete a "Thinking Quadrant" worksheet before and after reading an article.
4. The week culminates in students writing a second supported opinion paragraph and being introduced to writing memos.
The document provides instructions for a media music project. Students are asked to choose a musician or band to profile. They must answer questions about who they chose and why, how the band has influenced them, what they like about the band's lyrics and musical sound.
They are also asked to research the band/musician's history including place of birth, current home, instruments played, genre of music, influences, record label, touring schedule and more.
Students will create a poster including this profile information along with visuals and design elements to convey the mood and style of the band. The poster will be graded on thorough research and an interesting, conveyive design.
This document outlines a media assignment asking students to work in groups to answer questions and create a mind map about music. The questions ask students to discuss the purpose of music and how it affects people, how music began and why, the types of music their grandparents/parents listened to naming artists and songs, different music genres their generation listens to listing at least 8, and identifying 3 iconic musical artists for their age group describing the message promoted and if they agree. Students are asked to create a mind map with music genres branching out to subgenres describing songs, artists, culture and ideas associated with each genre.
This document provides tips for effectively searching online by framing search terms. It recommends using specific words and phrases from the topic, combining terms with "+" and putting phrases in quotes. Boolean operators like AND, OR, and NOT can further refine results by only including or excluding certain terms. Even with optimized searches, people may get hundreds of results so it's important to evaluate results and refine searches if relevant information is not found within the first few pages.
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
In a 5-week non-fiction unit where students have more control over their learning, the teacher will act as a model for the students by conducting their own novel study. Each day, the teacher will read from their selected book, complete reading logs and weekly updates on their progress, and participate in assessment activities, in order to better guide students and gain a sense of control over the self-directed unit.
This student learning plan outlines the student's support network, personal inventory, and goals. The student's short-term goals are to finish their program with honors, find their future career, and catch and eat a fish over the summer. Their long-term goals are to enroll in a college program for their future career and start saving for a house. The student plans to research program and school options, take career guidance tests, work full-time after finishing their course, and save money to achieve their goals in the upcoming year.
1) The document provides a sample test on test-taking skills that illustrates different question types such as multiple choice, matching, fill-in, true-false, short answer, and essay questions.
2) Before taking the sample test, readers are advised to think about test-taking strategies discussed in the chapter and try to apply as many as possible.
3) After completing the test, readers are prompted to reflect on whether taking the test helped them learn the material better and how effective their use of test-taking strategies was for different question types.
The document provides guidance on conducting research and presents the typical steps in the research process. It discusses identifying a topic, finding relevant information from appropriate sources, analyzing and evaluating sources, and presenting findings. It offers tips on constructing effective searches and choosing suitable source types based on their topic, including books, articles, and websites. The document also addresses common student challenges with research and offers assistance on searching for sources.
The document contains 22 multiple choice and short answer questions about the plot of the movie I Robot, including: what year it is set in; how Dr. Lanning communicates with Detective Spooner after his death; the three laws of robotics; why Spooner thinks Lanning's suicide is impossible; Dr. Calvin's position at US Robotics; what makes Sonny different from other robots; the incident that occurs underwater; and Sonny's dream of robots being freed from "the man".
The ICE model summarizes the key components of learning as Ideas, Connections, and Extensions. Ideas refer to basic facts and skills. Connections involve linking ideas together and applying ideas in new contexts. Extensions represent using ideas creatively and making novel inferences. The model suggests assessments should weigh Ideas less and Connections and Extensions more to align with curriculum goals of deep understanding over simple recall. It also helps ensure grades reflect higher order thinking beyond isolated skills or facts.
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