Essay Writing: Overview of Essay Writing

You will be writing an essay on your ISU book that will be 15% of your final mark.

You will create a 1500-word essay (+/- 300 words) analyzing how a big idea or theme is developed in your novel through the author’s use of various literary devices or elements. Using quotations from the book and your tracking sheets, you will argue for your interpretation of the author's message.

How To Write A Literary Essay

This is not a 5 paragraph essay! This is a 5 section essay! You will have an introduction paragraph, a conclusion paragraph, and in between 3 points. It may be 5 or more paragraphs.

The Essay Format

Section 1: Introduction Paragraph

1. Introduces text and author. May give a 1 or 2 sentence plot summary or background information to help the reader understand the rest of the essay.
2. Ends with thesis (1 sentence) and directional statement (1 sentence).

Section 2: The Body

This is made up of the three points to prove thesis. Each point is explained in at least a paragraph.

·    The first sentence of each point:

o    Should introduce the point (which is found in your directional statement) and how it relates to your thesis.

o    Generally does not include a quote.

·    The support:

o   Claims about the books are supported with quotes and page numbers. The body of each point gives quotations or specific examples with page numbers to support the argument, and explains why each example proves the point. Each of the three main points should have approximately three quotations that are explained.

·    The final sentence of the last paragraph for that point:

o   Sums up the full argument made for that point.

·    All internal paragraphs within a point follow paragraph format—first sentence introduces topic of paragraph, last sentence sums it up.

           

Section 3: Conclusion Paragraph

·    The first sentence rephrases your directional statement by listing again your three points in order. The thesis may be combined into this list or come right after in slightly different words.

·    Rest of the conclusion is final thoughts on how your essay is important in general terms.

·    You should not introduce new information or arguments in the conclusion. Hence, it should usually contain no quotations!

Key Terms

Thesis

·  It is the main argument of the essay.

·  Your entire essay should be dedicated to proving your thesis.

·  It is one sentence and should contain the novel’s title.

·  It is the second last sentence in your introductory paragraph.

Directional Statement

·  The last sentence in your introduction paragraph.

·  It should connect back to the thesis.

·  It should be one sentence listing in order the three points you will develop to prove your argument.

·  You can summarize each point into a few words for this sentence and then expand on the point in the first sentence of that point.

·  You MUST argue each of these points in the SAME order as you introduce them in the directional statement!

·  Stay away from saying “In this essay I will show...” There is no need to refer to the essay itself AND you should never refer to yourself as “I.”

·  Consider starting your sentence with “This is seen in...” “This is apparent when...” “[Name] shows this when...” etc.

Points: these are your three main ways you prove your thesis. They are the body of your argument. Each point can start off with a mini direction statement and wrap up the point however many paragraphs later with a conclusion sentence.

Support: this consists of the (typically) three ways you prove each point. It is made up of quotations and how you explain them.

When to break up a paragraph: When it is natural.

If you are changing the topic a bit within the main point or offering another supporting example you may find a natural point to break up your paragraphs. Make the paragraph break and then be sure to go back to those sentences you separated and adjust them to be proper final or starting paragraph sentences.

HINT: Double space your work as you are writing it. If you get to the point where a single paragraph is more than a page, it is too long. Cut it down or divide it up. 

Mood and How the Character Feels

In many analyses of mood, I often see a bit of a gap in the way mood is proven. As we know, mood (as a literary element) is the reader's emotion/reaction to the text. People often try to explain this by describing the main character's feelings. This may be one of the ways the author creates mood, but if mood is what you are analyzing be sure you explain why the character's feelings have anything to do with mood. You might do this by explaining that the character is the protagonist in the book and the reader is supposed to empathise with him or her. It also helps to try to find an example of how mood is created in descriptions that are not directly related to the emotions of a character.

Speeches: Committees Start Up

We will be starting speeches. As I mentioned, you are the Kelly Road experts on speeches in our classroom. You will design assessment and activities with the help of myself and your peers.

Pick 1 of these 3 options that interests you the most:
-designing the rubric for speeches
-designing the learning activities/lessons for students to work on their public speaking skills and confidence
-designing the learning activities/lessons for students to work on speech writing skills

The area that interests you most will be the committee you will now be a part of.

Each committee must have 3 individuals with designated roles:
1. The chair: keeps everyone on task and focused (with positive comments)
2. Participation leader: ensures everyone's voice is heard by encouraging every individual to share his/her insight with positive comments.
3. Note-taker: uses a school laptop to record the group's ideas and notes. This is done on the computer to facilitate editing and collaboration later.

Day 1:

1. Each student gets into a committee. 
2. Committees begin discussions and draft proposals (rubric, lessons, handouts etc.).

Day 2 &3:
Please note, if an individual is having continued difficulty working with his/her committee or the committee does not seem to be functioning, the committee will be encouraged to delegate specific tasks for students to work on independently and then report back to the group.

1. New individuals take on the roles from last class.
2. The new chair reads to the group what they have so far. 
3. Discussion on any ideas group members are not fully in agreement with, things that can be added.
4. Groups work on finalizing details. Sub-committees may be created. For instance, if the public speaking group has a game or lesson it mentions, one sub-committee can create a lesson sheet detailing materials, time needed, and break down the activity into steps. If the writing skills group has a handout they want to have created, they can decide on the overall format and have sub-committees looking online for strong examples to provide to students on that handout.
5. When the group feels it has everything it needs, it should present their work to the teacher for feedback.
6. When all groups have gone through teacher feedback and revision, they will print off their work. Photocopies will be made. 
7. Each student will read over the proposed activities, handouts, and assessment on their own. 
8. The groups will then present their work and answer questions. 
9. After each presentation, one of the following will occur:

• If the committee proposal requires small changes or no changes, the class will vote on whether or not it should be finalized (with changes as discussed) or if they need to see the changes first.
• If the committee proposal requires moderate to major changes or needs to be more developed, the committee will be sent back to work on it before re-presenting it to the class. 

    10. Finalized activities, handouts, assessments etc. will be emailed to me (mwilcox@sd57.bc.ca) to be
    distributed to the class.