Essay Writing Basics for SeniorsEssay Writing Basics for Seniors

How to succeed in high school How to succeed in high school English essay and beyondEnglish essay and beyond

Writing for Success in English Class:

Essay Writing Basics for Senior Students

FormForm: What Kind of Essay am I : What Kind of Essay am I Writing?Writing?

Most essays assigned in senior high-Most essays assigned in senior high-school and college are of the school and college are of the expositoryexpository or or argumentativeargumentative kind. kind. These essays are meant to explain or These essays are meant to explain or prove- with supporting examples and prove- with supporting examples and evidence- facts, ideas and opinions.evidence- facts, ideas and opinions.Expository and argumentativeExpository and argumentative essays essays can collectively be called can collectively be called academic academic essays.essays.

Purpose: Know What your Task IsPurpose: Know What your Task Is

If you are responding to a question, If you are responding to a question, break it down into smaller partsbreak it down into smaller parts

Understand the ‘language of test Understand the ‘language of test questions’ from questions’ from analyze to discussanalyze to discuss, , argue to defendargue to defend

Understanding the question will give Understanding the question will give you your purpose and help develop you your purpose and help develop your thesis statementyour thesis statement

Audience: What Level of Language Audience: What Level of Language Should I Use?Should I Use?

Remember how you say things changes Remember how you say things changes depending on for whom you are writingdepending on for whom you are writing

You need to adjust You need to adjust dictiondiction (word choice) (word choice) tonetone, and , and stylestyle accordingly accordingly

Unless otherwise stated, assume that your Unless otherwise stated, assume that your audience is your teacher/professoraudience is your teacher/professor

Be enlightened and educated, but avoid Be enlightened and educated, but avoid using language that is beyond your using language that is beyond your comfort level/understandingcomfort level/understanding

Audience: What Level of Language Audience: What Level of Language Should I Use?Should I Use?

Style Matters! It refers to the Style Matters! It refers to the way way you express you express yourself: youryourself: your voice. voice.Voice is manipulated by Voice is manipulated by diction diction (word choice)(word choice)Voice is manipulated by Voice is manipulated by syntax syntax (sentence (sentence length and complexity)length and complexity)

Use Use short sentences for emphasisshort sentences for emphasisComplex sentences for closely related ideasComplex sentences for closely related ideasLink words and transitional sentences to show Link words and transitional sentences to show changes in the direction of your ideaschanges in the direction of your ideas

UnderstandUnderstandHow semicolons, colons, commas and periods How semicolons, colons, commas and periods work!work!

Pre-Writing PhasePre-Writing Phase

Take time to gather and write your Take time to gather and write your thoughts: it’s important to have a thoughts: it’s important to have a plan!plan!

For in-class essays, you can work For in-class essays, you can work from just an outline, cluster or web from just an outline, cluster or web

For take-home essays, it is For take-home essays, it is necessary to write a rough draft necessary to write a rough draft and revise and edit and revise and edit

Structure: Hamburgers and Structure: Hamburgers and HourglassesHourglasses

Every academic essay will be Every academic essay will be arranged in three parts: arranged in three parts:

– IntroductionIntroduction– BodyBody– ConclusionConclusion

Standard Essay FormStandard Essay FormIntroduction

•Moves from broad to specific, narrows to thesis statement

Body•1-3 (sometimes more) paragraphs of development, which support the thesis with examples or evidence

Conclusion•Moves from specific to broad: restates the thesis,

summarizes the body, and clincher may suggest larger implications of your thesis

The IntroductionThe Introduction

Introduces the reader toIntroduces the reader to the name of the literary work and the name of the literary work and

authorauthor the broad subject under discussionthe broad subject under discussion The limited subject the essay will The limited subject the essay will

explore (the thesis statement)explore (the thesis statement) The plan or approach you will useThe plan or approach you will use

The IntroductionThe Introduction

An effective introduction moves from An effective introduction moves from the general to the specific:the general to the specific:

– A broad subject narrows to a limited A broad subject narrows to a limited focusfocus

– A controlling idea breaks down into A controlling idea breaks down into subtopicssubtopics

The Thesis StatementThe Thesis StatementBy simply rephrasing most essay By simply rephrasing most essay questions and taking a position on them, questions and taking a position on them, you can construct a thesis statementyou can construct a thesis statement

It is your opinion on or attitude towards It is your opinion on or attitude towards the subjectthe subject

It gives a hint as to the direction you will It gives a hint as to the direction you will take the essaytake the essay

In senior English, it should be challenging In senior English, it should be challenging the opinion of othersthe opinion of others

The Introduction: Hints for a The Introduction: Hints for a Persuasive Essay IntroductionPersuasive Essay Introduction

Do not start will your thesis or pointDo not start will your thesis or pointYou are speaking to those who need You are speaking to those who need convincing, so open with a universal truth convincing, so open with a universal truth on the matter- one that even the most on the matter- one that even the most cynical of critics would have to conceedcynical of critics would have to conceedThen, build with logical transitions to the Then, build with logical transitions to the end of the introduction where BAM! You hit end of the introduction where BAM! You hit the reader with your thesisthe reader with your thesisBy this time, she will be inclined to read onBy this time, she will be inclined to read on

The BodyThe BodyThe Meat and Cheese of the essay The Meat and Cheese of the essay

introduces subtopics each developed introduces subtopics each developed in paragraph form with:in paragraph form with:A one sentence openerA one sentence openerA transitional word/phrase to connect A transitional word/phrase to connect the subtopic with the introductionthe subtopic with the introductionSupport in the form of examples, Support in the form of examples, quotes, or other evidencequotes, or other evidenceA closing statement A closing statement

The ConclusionThe ConclusionIncludes:Includes:

A brief summing up to review the main A brief summing up to review the main points covered in the bodypoints covered in the bodyReinforcing of the controlling idea- the Reinforcing of the controlling idea- the thesis established in the introductionthesis established in the introductionExpand on the thesis; suggest a broader Expand on the thesis; suggest a broader application of the issues discussed in the application of the issues discussed in the subtopicssubtopicsA clincher statement that reinforces the A clincher statement that reinforces the thesis in a forceful, memorable and thesis in a forceful, memorable and thought-provoking waythought-provoking way

The ConclusionThe Conclusion

A forceful conclusion moves from the A forceful conclusion moves from the specific to the general:specific to the general:

– A review of the subtopics reinforces the A review of the subtopics reinforces the controlling ideacontrolling idea

– A broader application of the controlling A broader application of the controlling idea clinches the argumentidea clinches the argument

How Essays are EvaluatedHow Essays are Evaluated

Form/Organization:Form/Organization:– is there coherence (a logical flow of ideas and support is there coherence (a logical flow of ideas and support

for these ideas)? for these ideas)? – is there unity (focus on one subject and its related is there unity (focus on one subject and its related

subtopics)? subtopics)?

Content/UnderstandingContent/Understanding– Quite simply: do you know the material?Quite simply: do you know the material?

StyleStyle– Is the writing appropriate for the audience?Is the writing appropriate for the audience?– Are the ideas presented in a unique and ‘fresh’ way?Are the ideas presented in a unique and ‘fresh’ way?

Style Points!Style Points!Choose words carefully: be precise and accurateChoose words carefully: be precise and accurate

Use vivid verbs: they give your writing energyUse vivid verbs: they give your writing energy

Chop deadwood: cut repetitive wordingChop deadwood: cut repetitive wording

Reword awkward spots during revisionReword awkward spots during revision

Vary sentence construction (lengths and Vary sentence construction (lengths and patterns)patterns)

Style Points!Style Points!

Don’t get personal:Don’t get personal:

– Be formal by avoiding the first and second-Be formal by avoiding the first and second-person pronouns (“I”, “me”, “us”, “our”)person pronouns (“I”, “me”, “us”, “our”)

– Steer clear of contractions (“isn’t”)Steer clear of contractions (“isn’t”)

– Use an impersonal or objective style to refer to Use an impersonal or objective style to refer to “the reader” or “the audience”“the reader” or “the audience”

Style Points!Style Points!Avoid Avoid – Clichés (expressions that are too familiar)Clichés (expressions that are too familiar)

– Jargon (language that is too specialized)Jargon (language that is too specialized)

– Mixed metaphors (expressions that are Mixed metaphors (expressions that are confusing because they mix two or more confusing because they mix two or more images)images)

– Pompous wording (less is usually more)Pompous wording (less is usually more)