Essay? What Essay?

In slides to come are some helpful and quite condensed information you may

use to become awesome!

What is an Essay?

• If you are in Grade 10, I will forgive this question . If not…

• It is a way to show your teacher that an opinion you have formed is based on an interpretation of a text you have read.

• It has validity and is solidly rooted in the text itself and nothing more. (NOTHING MORE!!!!!)

Where do we start?

• Start with a topic. From there, you will have an “opinion” about the topic.

• This opinion will never, ever, ever, ever be written in words/phrases containing “I”, “me” “you”, or “my opinion” anywhere in your work. And I mean ANYWHERE!

What to do with Academic Opinions

• Your “academic opinion” becomes your “controlling idea” that flows through each and every paragraph of your essay.

• This controlling idea will need support from a series of points, and textual references.

• You must discuss the effects of these points as you write about them, and refer to your text.

No Controlling Idea? Problem!

• Without a controlling idea or “thesis”, you are relegated to doing just one thing!

• That one thing is, simply RE-TELLING the story, play, poem, or non-fiction. (Teachers do not like this)

Genesis – The Beginning

• Thoroughly understand what your essay question was asking, (topic).

• Give a super-condensed answer to it or an overview answer. This is called a “THESIS STATEMENT”.

• Without a thesis statement you are relegated to RE-TELLING the story, play, poem, or non-fiction. Don’t ya hate repetition?

I do’hn need no stinkin’ Thesis!

• Yes you do! You need this controlling idea to guide and condition everything else you write, or your work will simply be a disjointed group of facts, words, sentences, and paragraphs whose ideas go nowhere and tell a reader nothing. Really it is true!

Thesis Statements

• “Drug use is detrimental to society.”• This statement is too broad to argue.• Is the author talking about illegal drug use, recreational

drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"?

Thesis Statements

• “Illegal drug use is detrimental because it encourages gang violence.”

• In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

Thesis Statements cont’d• “At least 25 percent of the federal budget

should be spent on helping upgrade business to clean technologies, researching renewable energy sources, and planting more trees in order to control or eliminate pollution.”

• This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Introductory Paragraph

• You would not like me to start talking without explaining why I am talking to you. Well… maybe you would, but I doubt it. It is important that you introduce things that will be discussed in your essay.

Introduction #2• Your introduction should include the name of the work and author.

This could be sentence 1.• You should also summarize the work in 2 or 3 sentences.• You should then mention the topic (question – or essay topic) • After that, mention your controlling idea or “Thesis”. This should be

confidently written and be based on facts from your text. You may underline this.

• Last, mention what proofs you will use to prove your thesis or “answer your question”. In other words, you are adding a few details about what events/ideas brought you to your stated thesis. Just be sure you “mention” them only and save their details for the body paragraphs.

• If the introduction is 250 words long, do not panic. It is probably a good one and thorough. Remember to lead your reader into your work. Imagine getting pushed into water instead of being allowed to “wade” in slowly and easily. Readers feel the same way and tend to be less confused when you are methodical and thorough.

Body Paragraphs

• These will follow a logical order. Let us pretend that I have completed a paper on Arthur Miller’s The Crucible. My topic was about characters that “change” during the witch trials. My three favourite characters that changed were John Proctor, Elizabeth Proctor, and Reverend Hale. Since I have the facts from the play (based on what they all said and did), I will discuss them to support my claim that, “when put under intense pressure and tested, people will change their pre-conceived notions about themselves and their society.” (The previous would have been my thesis statement). Now, I must go about proving how these characters did just that. Easy!

Body Paragraphs

• Glad to hear it! But so what? I will tell you what! It is about order. I mentioned John Proctor first in my introduction.

• John Proctor will be the subject of my first body paragraph.

• Elizabeth Proctor will be the subject of my second body paragraph

• Reverend Hale will be the third body paragraph. • Can you detect a pattern here?

Body Paragraphs (more!)• Obviously each body paragraph should open with a point.• This “point” is the one you have “given yourself permission to write”

based on your thesis statement.• Following your opening point, (in body paragraph one and others)

you will have to explain it better and show how and why you think it supports your overall view. Usually, this means using an example from the text.

• Previously, I gave myself permission to write about 1. John Proctor 2. Elizabeth Proctor 3. Reverend Hale.

• Obviously, I must document and cite my sources, otherwise, I am plagiarizing. My information is coming from one text, but I did not know what happened in the text until I read it. Parenthetical Citations are necessary, especially for quotations. Although I have given myself permission to write on these topics I have to give credit where it is due. I am “borrowing” after all.

What do I discuss?

• Make sure your ideas are not re-telling or restating the story. You will need to include some reference to a story, poem, or play for context, but only in that it suits your purpose to do so. Your essay can not “live” on these ideas alone.

• Your writing should contain interpretations, and insights that you have derived from close analysis of your text.

Quotations? What quotations?

• Quotations support your arguments/ideas and they must be included in an essay. They make it strong.

• Following the inclusion of a quotation certain things now need exploring.

• 1. What techniques have been used to make not only the quotation effective, but the language? (ex: discuss the writer’s methods – creation of realistic dialogue, effective use of metaphors, vivid descriptions, effective stage directions, etc. )

Quotations continued

• How does the writer’s choice of “method” shape a reader’s interpretation of key aspects of the text including the motifs and theme? (e.g. “the effect of this passage on the reader is to create of sense of pathos (pity or sorrow) in the reader.”)

• Why might this particular method have been chosen by the writer? (i.e. what was the writer’s purpose?) (e.g. “At this point in the story the author is developing this character and creating a sense of atmosphere and tension; also, at a deeper level this quotation develops the theme of…”)

• From the above, it is up to the writer to add the appropriate detail. You will notice there is no mention of re-telling anywhere.

Inserting Quotations• This is very important. Note the following example:• Let’s say you are responding to a (pretend) question in chapter 2 of The

Great Gatsby. It might look like this: Gatsby ran over the old lady who was stuck in the mud because he was in a hurry and could not be bothered checking in front of his automobile for slower objects: “Gatsby hesitated, then rammed the accelerator to the floor before checking for the helpless creature that lay before his hulking automobile and stopped only when he heard the audible thud of an elderly lady” (Fitzgerald 2). ← Note period placement here!! This proves that Jay Gatsby, much like others of his time did not care whether or not he drove prudently or in the interest of the welfare of others. Most of Gatsby’s friends and neighbours drove their cars without due caution, sober or drunk.

• Note above the placement of the “colon”, the “brackets” and the “period”. Period placement is important as this part of the quotation is now the end of your sentence. It MUST be there.

• Also, include context for the quotation. Just do not end there….• Discuss what makes it a good quotation.

Why Essay?

• Unlike math, an essay topic has no right answer and can be explored from a range of perspectives.

• However, it is an INFORMED OPINION, and this must be supported by explanation, argument, and support.

• Essentially, you are required to argue your case. Pretend you are a lawyer, and you want to win!

Conclusion

• I do’hn need no stinkin’ conclusion!

• Actually, you do! Usually, this is the weakest spot in student essay writing.

• A conclusion wraps up the main ideas of your essay and should leave your reader with a pleasant and logical sense of closure on the topic.

Concluding Effectively• You should, in many ways, “mirror” your introduction in your

conclusion. (But how?)• Refer back to your opening argument and phrase it another way. • Bring all your main points together. Summarize the main points from

the preceding body paragraphs (your topic sentences from your body paragraphs should help with this).

• Identify any wider implications that you felt arose from what you have found and explored. Are there any insightful “pearls of wisdom” that need to be explored before you finish with the subject? These are not new things, but related ideas that likely did not have enough information to be included as a body paragraph within your work.

• Introduce no new material (like a new body paragraph) and sound convincing and authoritative.

Transitions? I’m not on a bus! (Transfers)

• Your work should transition smoothly from line to line and from paragraph to paragraph.

• E.g. To add information to what you have mentioned, use things like, “further”, “furthermore”, “moreover”, “in addition” and others. There are 100s of transition words.

• Between paragraphs, let your reader know what is coming next. Remember my “Crucible” example? I could write something like, “John Proctor was not the only non-authoritarian, secular member of society whose life and perspective were changed by the witch trials. John’s wife Elizabeth also found herself transformed by the hysteria that conditioned these times.” Now, I write my Elizabeth Proctor paragraph because I have made my reader ready!

Write Analytically not Descriptively

• What? Yeah, that’s right, analytically. There is a huge difference.

• This is a very common mistake among students.

• Let’s take an example from Shakespeare’s “Romeo and Juliet” on the next slide shall we?

The Quotation

• “Two households both alike in dignity,

in fair Verona, where we lay our scene…”

A typical re-telling would look like this:

“Here, Shakespeare is saying that the play is set in Verona where there are two dignified families.” (“Blast!” said the English Teacher)

Let’s try it Again

• “Two households both alike in dignity, in fair Verona, where we lay our scene…”“The opening lines of the Prologue are important

because they illustrate to the audience what could, and should be – fairness and dignity. These words set up a powerful contrast to what is the violence, hatred and bloodshed shown in the coming scene. It will be against this violent backdrop that the pure love of Romeo and Juliet will have to struggle”.

OOOOOOOO WE LIKE!

Here they are once more

• “Here, Shakespeare is saying that the play is set in Verona where there are two dignified families.”

• “The opening lines of the Prologue are important because they paint a picture for the audience of what could and should be – fairness and dignity. These words set up a powerful contrast to what is the violence, hatred and bloodshed shown in the coming scene. It will be against this violent backdrop that the pure love of Romeo and Juliet will have to struggle”.

• Which approach and style do you think will get the highest mark? If this were the beginning of an essay, my mind is already thinking this student will receive a high mark. They are thinking! Writing is thinking, but it hurts.

Things to Look for and write about in texts

Form: often overlooked, but important.1. Novelists will use varied paragraphs and sentence

structure, use of dialogue, italics or symbols (symbols like bullets in non-fiction).

2. Poets will consciously use form by splitting lines of poetry or exaggerating a particular word by placing it at the end of a line.

3. Non-fiction makes use of illustrations and photographs.4. All writers use figurative language and/or patterns of

sound.5. Playwrights use language from what one would see on

stage – staging and stage action. This has to do with where actors might stand or what they might wear.

Content

• Words not only have form, they have meaning – this is known as content.

• 1. Literal meaning – this is the basic dictionary meaning or “denotation”.

• 2. Figurative meaning – this is a way of playing with words that are meant to make the writing more vivid, interesting and emotional. The “connotation” of these words create several layers of understanding and interpretation to a work. Watch for them carefully. A metaphor is “there” for a reason!

Irony

• This is a commonly used figure of speech. Not to be confused with sarcasm, it is a subtle, more sophisticated intelligent use of language. Although sometimes difficult to recognize, a sophisticated writer can create layers of meaning in their text(s).

• Irony engages readers because it is like solving a puzzle and can give enjoyment and satisfaction in breaking down the levels of meaning it creates in a story.

Structure

• Rarely will a text give away its content readily or immediately. (Perhaps the single word “stop!” in a poem being the exception to this)

• Meaning is built up through the text in ways most important to the overall effect on the reader. We can look at it 2 ways.

• 1. A writer will consciously shape a piece of writing in an attempt to make it meaningful and effective for their purpose and audience. (you as a writer should consider this too when writing essays or other formal writing!)

• 2. It is important to comment on the structure of a text. (e.g. An author may build up tension throughout a given chapter to create a feeling of excitement and mystery.)

Style

• Style is an author’s way of choosing language to suit a particular audience and achieve a specific purpose.

• If your aim is to convince your Mom that Friday’s party can not be missed , you will consciously adapt your style to one that is both emotional and persuasive! Won’t You?

• Styles are sometimes easily recognizable such as John Steinbeck, Charles Dickens, or Robert Frost. Here a writer’s style is often referred to as their “voice”.

• You should comment on the author’s style or “stylistic” choices its writer has made, especially those chosen to create a particular effect.

• When you comment on the form and content of a writer’s language you are commenting on the writer’s style.

Pearls of Wisdom

• Remember to consider all the mechanics of a good essay. Proper title page, proper numbered pages, good grammar, and word choice are a few things you must keep in mind ALWAYS.

• Don’t use contractions like the first word in this sentence. • Avoid idiomatic expressions or slang like, “The antagonist

was ‘pretty out there’.” This tells a reader absolutely nothing because of its esoteric qualities. Only you know what that statement means exactly if you used it. Instead, actually “mention” what is the problem with the character. Are they Psychotic? Sociopathic? Evil? Then, write that and be prepared to defend this appraisal.

Fluff – Yes Fluff – A common ingredient

• Here are some examples of fluff to stay away from:• “The writer keeps you on edge and really makes you

think.” (Who cares?) What kept the reader on edge and what does it make one think about? Be specific!

• “The author was trying to make some very important points about life.” (What points?) Discuss these points or this sentence is meaningless. “The author illustrates that life is a precious gift and must be lived in the moment…..quotation, etc. (much better)

• “There are many positive aspects to the author’s poem.” (So?) Unless you discuss these positive aspects this sentence means nothing.

Avoid using “fluff” phrases like those above because they are difficult to defend and simply take up space. In addition, do not even use the above phrasing. Get right to the point.

What about Me? It’s all about me! Isn’t it? Well?

• It is not all about you. It is about the work you have chosen to write about.

• Remember you are writing about the work, not your opinion of the work. Your reader does not care if you think the story “sucked”, or that it had boring characters, or that the author did a horrible job with the plot. That’s the way it is. I (Mr. Nauss) always care what you think, and you can tell me during class discussions, etc., but written work does not care what you think. Written work cares what you know and can prove! You must separate your feelings from written work. Do not give in to the “dark side”.

Last? Perhaps! But not least.

• Listen to what you write.• This sounds strange but it works well.• If you have proofread, that is terrific. However, you

should read your work out loud. • You will pick up grammar problems such as sentence

fragments, run-on sentences, and pause at places you may not want your reader to pause when you read a sentence out loud that perhaps has a period in the wrong spot. You may also read words that are not correct in context that your eyes have deceptively told you were OK. I do this myself, especially with letters of reference.

I am Watching• Most essays will have marks on them. These should not be

interpreted as a “slam” on your work. They are feedback aimed at making you better. Also, where possible I will write you a note.

• Likely, I will stop marking errors, especially repeated ones after page 2.

• However, I will still make comments on work after page two if there are serious issues or awesome work for which I wish to indicate and give you credit.

• Also, it is important that ideas come from your own brain. Plagiarism occurs often among student populations both in high school and university. In university, you may be forced to withdraw and lose your tuition money for a given semester. Why? Because you are stealing the “intellectual property” of another person. Give credit where it is due and use these --- ( author 26) frequently. If you use outside sources, you must document them. It is the right thing to do and it does not make you look stupid; it makes you look smart. At CPA you may have to re-do the assignment.

Checklist

• Whenever possible, I will give you a checklist, stapled to the second to last, or last page of your essay. It will not have every little detail, but it does try to include the most important things. Please watch for this and that I have placed checks or small words like “no” in these blanks. They will indicate where some things need improving. They do not always mean you lose many points or that something is horribly wrong.

Checklist Example• English – Essay Checklist• 1______There is a title that reflects the main topic. • 2. _____Introduction is an appropriate length and includes topic, a clear thesis statement and

proofs.• 3. _____ Conclusion is an appropriate length and mirrors the subject matter of the introduction. • 4._____ There are a minimum of three direct quotations from the works. There may be other

references to the works. • 5._____ Everything in the essay connects to the topic and thesis.• 6._____ Direct quotations from the work appear as part of a complete sentence and there is

enough context for each to be read with meaning.• 7._____ MLA in text citation format is used. • 8._____ There is an MLA formatted cover page. • 9._____ 12 font, Times New Roman, double spaced.• 10._____1000 no more than 1500 words are employed.• 11. _____Does not use words like “I” and “You” in explanatory sentences and avoids using

contractions (ex. don’t).• 12. _____There are transition sentences between paragraphs.• 13. _____There is clear evidence of the paper having been proofread (format-coherence-

grammar).