How to Write a How to Write a Literary EssayLiterary Essay

How to Write a How to Write a Literary EssayLiterary Essay

Some ideas, tips & suggestions from Some ideas, tips & suggestions from Mrs. SeckoMrs. Secko

Do-Now: Do-Now: Do-Now: Do-Now:

Take a look at the following video!

The Purpose of aLiterary Essay

In other words…

…you provide your own formal interpretation (or opinion) of the plot, setting, character, conflict, and themes as they relate to the topic you are discussing

…you use the story to prove your understanding of the topic

One more time…

…A literary essay allows you, the writer, to provide your own understanding of the literary work in a properly structured format.

The Literary Essay

In order to be complete, your essay must include the following:

The Introduction (not necessarily your first line)

*The introduction allows you to give the reader the clear and specific direction of your essay.

(7th Only) The Introduction

*The introduction allows you to give the reader the clear and specific direction of your essay.

The Thesis Statement …must include your thesis (this line usually comes last)

Your THESIS is your answer to the question that was asked; it is the position you want to argue (prove).*Don’t worry, I’ll be asking you a question pretty soon.

Each paragraph you write will provide (proof) for the position (thesis) that you have taken.

The Teacher’s Question… …It’s finally here…

…getting read to write a thesis Teacher’s question: “Many people believe that a

dysfunctional family produces bad children.”  What do you think? Do you agree or disagree with this statement?

Let’s use Tangerine as our text in which to draw a thesis.

An example of a thesis: Teacher’s question: “Many people believe that a

dysfunctional family produces children who are a danger to society.”  What do you think? Do you agree or disagree with this statement?

Student A - thesis (position): Some people believe that a dysfunctional family has nothing to do with a child’s turnout. These people are wrong. A dysfunctional child is the direct result of dysfunctional parents. This is seen through Erik Fisher, the son of Mr. and Mrs. Fisher.

Student B - thesis (position): Some people believe that dysfunctional families produce children who are a danger to society. This is untrue. While this might be the case for some children, like Erik Fisher, it does not apply to everyone. Paul Fisher, Erik’s younger brother, turned out to be a considerate and respectful young man.

Teacher’s question: “Many people believe that, in pursuing their vision of the American Dream, the Younger Family made a mistake by not taking Linder's money.”  What do you think? Agree or disagree with this statement.

Student’s thesis (position): Some people believe…

YOU TRY

(7th) The Teacher’s Question……getting read to write a thesis

Teacher’s question: “Many people believe that, in pursuing their vision of the American dream, the Younger Family made a mistake by not taking Linder's money.”  What do you think? Agree or disagree with this statement.

EXAMPLE THESIS

Student’s thesis (position): Some people believe that in order to pursue the American dream, the Younger family should have taken the money offered by Mr. Linder. What these people fail to see, however, is that Walter’s decision was not a mistake; his rejection was part of helping him achieve the American dream.

(7th) The Teacher’s Question……getting read to write a thesis

Presenting a layered thesis:There are two different ways you can present a layered thesis statement . . .

(This comes directly after your main point. This is your ROAD MAP!)

1) Write a sentence that has 3 points you will argue in your paper.

Ex: Sadly, due to Mr. and Mrs. Fisher’s rejection of the truth, failure to reprimand their son’s bad behavior, and contributing to his already inflated ego, Erik stood no chance at becoming a normal human being.

2) Write a sentence with an overarching idea you will try to prove.Ex: Sadly, due to Mr. and Mrs. Fisher’s flawed parenting skills, Erik stood no chance at becoming a normal human being.

thesis (position): Some people believe that a dysfunctional family has nothing to do with a child’s turnout. These people are wrong. A dysfunctional child is the direct result of dysfunctional parents. This is seen through Erik Fisher, the son of Mr. and Mrs. Fisher.

(7th) Presenting a layered thesis:There are two different ways you can present a layered thesis statement . . .

(This comes directly after your main point. This is your ROAD MAP!)

1) Write a sentence that has 3 points you will argue in your paper.

Ex: Throughout the story, Walter’s refusal to accept Linder’s money gave him his manhood, a chance to provide for his family, and the opportunity to set a good example for his children, all part of achieving the American dream.

2) Write a sentence with an overarching idea you will try to prove.Ex: Throughout the story, Walter’s refusal to accept Linder’s money gave him everything he needed to achieve the American Dream.

Student’s thesis (position): Some people believe that in order to pursue the American dream, the Younger family should have taken the money offered by Mr. Linder. What these people fail to see, however, is that Walter’s decision was not a mistake; his rejection was part of helping him achieve the American dream.

(7th) Present a layered thesis:There are two different ways you can present a layered thesis statement . . .

(This comes directly after your main point. This is your ROAD MAP!)

YOU TRY!1) Write a sentence that has 3 points you will argue in your paper.

Ex: Throughout the story,

2) Write a sentence with an overarching idea you will try to prove.Ex: Throughout the story,

Student’s thesis (position): Some people believe that in order to pursue the American dream, the Younger family should have taken the money offered by Mr. Linder. What these people fail to see, however, is that Walter’s decision was not a mistake; his rejection was part of helping him achieve the American dream.

Now You’re Ready to Write (the rest of) Your

Introduction

The introduction is the place where the writer needs to grab the reader’s attention. This may be done several ways:

1) A striking METAPHOR or COMPARISON

ex. Like an airplane with broken wings, Erik Fisher stood no chance at soaring high.

ex: Like a tree without roots, Erik Fisher had nobody to ground him and help turn him into a blooming adult.

You turn!- Come up with one for Tangerine…- Come up with one for A Raisin in the Sun…

- Ex. Like a plant that’s given enough sunshine to bloom, Walter Younger was able to achieve the American dream through the love and support of his family members.

- Ex. Like a growing redwood tree, Walter Younger stood tall above the clouds and spread his branches toward the American Dream!

- Ex. Like a caterpillar turning into a butterfly, Walter Younger and his family spread their wings toward the American Dream.

2) A QUOTATION

ex: Someone once said, “Sour lemons make sour lemonade.” (Tangerine)

ex: Marcus Garvey once said, “The greatest gifts you can give your children are the roots of responsibility and the wings of independence.”

You try!-Come up with one for A Raisin in the Sun

- Ex: Tommy Hilfiger, an American icon, once said: “The road to success is not easy to navigate, but with hard work, drive and passion, it’s possible to achieve the American dream.

- Ex: Einstein once said, “Strive not to be of success, but to be of value.”

You might have to search the Internet for facts and statistics!

3) A CONTROVERSIAL STATEMENT or STARTLING STATISTIC

ex: Young boys are capable of one thing – destruction. (Tangerine)

ex. Even today, blacks on average make less money than whites. (Raisin)

You try!Ex. “20% of the population that sets goals, roughly 70% fail to achieve their goals they have set,” according to Douglas Vermeeren, an internet author.Ex. If you want to achieve the American dream, the color of your skin matters.

You might have to search the Internet for facts and statistics!

4) A RHETORICAL QUESTION

ex: How do seemingly normal parents produce bad children? (Tangerine)

ex. Against all odds, can someone achieve the American dream? (Raisin)Ex. When everyone says, “You can’t,” do you tell yourself, “You can”?

You Try!ex.

You might have to search the Internet for facts and statistics!

4) A Rich/Vivid Description of the Settingex: In a town known for its damaging lightning strikes, destructive muck fires, and detrimental sinkholes, it comes as no surprise that danger would be lurking in the Fisher home. (Tangerine)

ex. In a small, shabby apartment, the Younger family stared through wearied windowpanes, strolled on consumed carpet, and stepped on tired tiles. This, however, did not hold them back from achieving their dreams. (Raisin)

You Try!ex

ex: In a town known for its damaging lightning strikes, destructive muck fires, and detrimental sinkholes, it comes as no surprise that danger would be lurking in the Fisher home.

ex: In a town known for its damaging lightning strikes, destructive muck fires, and detrimental sinkholes, it comes as no surprise that danger would be lurking in the Fisher home. In the novel Tangerine, Edward Bloor presents the idea of dysfunctional families producing children who are a danger to society.

ex: In a town known for its damaging lightning strikes, destructive muck fires, and detrimental sinkholes, it comes as no surprise that danger would be lurking in the Fisher home. In the novel Tangerine, Edward Bloor presents the idea of dysfunctional families producing children who are a danger to society. Some people believe that a dysfunctional family has nothing to do with a child’s turnout. These people are wrong. A dysfunctional child is the direct result of dysfunctional parents. This is seen through Erik Fisher, the son of Mr. and Mrs. Fisher.

ex: In a town known for its damaging lightning strikes, destructive muck fires, and detrimental sinkholes, it comes as no surprise that danger would be lurking in the Fisher home. In the novel Tangerine, Edward Bloor presents the idea of dysfunctional families producing children who are a danger to society. Some people believe that a dysfunctional family has nothing to do with a child’s turnout. These people are wrong. A dysfunctional child is the direct result of dysfunctional parents. This is seen through Erik Fisher, the son of Mr. and Mrs. Fisher. Sadly, due to Mr. and Mrs. Fisher’s rejection of the truth, failure to reprimand their son’s bad behavior, and contributing to his already inflated ego, Erik stood no chance at becoming a normal human being.

Congratulations!

You have an introduction!

STEP 1: Creative/Effective Hook

STEP 2: Introductory line (book, author, topic)

STEP 3: Insert thesis

STEP 4: Insert layers

The typical 5 Paragraph Essay looks like this:Paragraph 1 INTRODUCTION (+ THESIS)

Paragraph 2 PROOF for your thesis

Paragraph 3 MORE PROOF for your thesis

Paragraph 4 EVEN MORE PROOF for your

thesis

Paragraph 5 CONCLUSION (summary)

An essay has a Beginning, a Middle and an End.

Beginning = Introduction = SAY IT

Middle = Body = SHOW IT

End = Conclusion = SAY IT AGAIN

The Beginning (SAY IT)

This is your introductory paragraph. Begin with a general discussion of your topic. Move to a specific thesis. Your THESIS is the “SAY IT” part. It is the

statement that you are going to prove in your essay.

The Middle (SHOW IT)

This middle is referred to as the BODY of the essay

Your body paragraphs need to provide specific evidence to actually SHOW or PROVE the thesis that you created in your introduction.

Use as many body paragraphs as you need to prove your thesis.

The End (SAY IT AGAIN)

This is your concluding paragraph. You need to summarize the argument that

you proved in your essay. That is, say your thesis again.

You need to end with a general conclusion that explains what you have learned from writing your essay.

So, let’s look at each of the parts of an

essay in a little more detail . . .

The typical 5 Paragraph Essay looks like this:Paragraph 1 INTRODUCTION (+ THESIS)

Paragraph 2 PROOF for your thesis

Paragraph 3 MORE PROOF for your thesis

Paragraph 4 EVEN MORE PROOF for your

thesis

Paragraph 5 CONCLUSION (summary)

The IntroductionAn introduction should always include basic

information about your topic. When writing about a literary work it is important to include the title and the author of the work somewhere in the introduction. The most important part of an introduction is the THESIS STATEMENT. A thesis statement is the sentence that is based around the idea(s) that the paper is going to prove or focus on.

Effective HooksThe introduction is the place where the writer

needs to grab the reader’s attention. This may be done several ways:

A striking METAPHOR or COMPARISON, ex: Like the serpent in the garden of Eden, the evil nature of the boys is far too tempting for them to overcome.

A QUOTATION, ex: “The conservative sees the inner unremovable nature of man as the ultimate source of evil” (Bartlett’s Quotations, online).

A CONTROVERSIAL STATEMENT or a STARTLING STATISTIC, ex: Young boys are very capable of one thing—destruction.

A RHETORICAL QUESTION, ex: Did the boys really stand any chance of surviving, unscathed, their time on the island?

Never . . .• Announce your intentions…never state

out right that you are about to write an essay.

Ex: In this essay I will…

In my paper I will talk about …

The purpose of this essay is to …

Always. . .Use TRANSITIONS.

The last line of your introduction needs to move the reader to the main body of your essay. Quite often, this is where we place the THESIS because is clarifies the question that the topic asks.

Body Paragraphs• Each body paragraph has to play its part in

SHOWING or PROVING your thesis.• Each body paragraph follows the same SAY

IT, SHOW IT, SAY IT AGAIN structure that the essay follows as a whole.

• In order for the body of your paper to support your thesis in a meaningful way, one must use Topic Sentences and Statement-Illustration-Relation to make your arguments.

A good body paragraph will have a Beginning, a Middle, and an End.

The Beginning = Topic Sentence = SAY IT (Statement)

The Middle = Examples/Evidence/ Explanations = SHOW IT (Illustration)

The End = Concluding Sentence = SAY IT AGAIN (Relation)

Topic SentencesTopic sentences serve two purposes that largely

provide structure and organization to your essay. The first purpose is to directly support the thesis statement. The topic sentence should provide a strong argument for the idea(s) the essay is trying to prove.

The second purpose of the topic sentence is to provide the reader with an idea of what your entire paragraph will be about. Each sentence that you write in the paragraph should directly relate back to the topic sentence somehow.

The S-I-R Essay MethodS-I-R is a three part process that helps you

make your argument.

S = Statement (point you want to make)

I = Illustration (example/quote from novel)

R = Relation (explanation + connection to your thesis)

Each paragraph follows a very simple pattern:Statement: A supporting point you want

to make that backs-up your thesis statement. Illustration: Proof from the novel that supports your point. The more proof you have, the more likely someone will believe you. Proof may take the form of a direct quotation, or a paraphrase (putting ideas/ actions/descriptions in your own words). Always follow a quote with an explanation of the key points found in it that support your thesis. Never end a paragraph with a direct

quotation—always add at least one more sentence to explain the importance of the quotation you have chosen. Relation: Think back to what you are trying to prove in this essay—how does the topic of this paragraph add to your position. Sum-up/repeat the key point that was stated in your topic sentence.

The more well-structured paragraphs you have like this , the stronger your essay will be. Always stay on topic, answer the question asked and avoid just re-telling the story.

ConclusionA conclusion’s general purpose is to wrap

up your argument. An effective conclusion should:1. Restate your thesis.2. Summarize the strongest points or

arguments of the paper.3. Close out with a final, profound

thought.

This is the way the world ends

This is the way the world ends

This is the way the world ends

Not with a bang but with a whimper.~T.S. Eliot

What T.S. Eliot says about the ending of the world is, alas, only too true of the endings of some student essays. Here are a few pitiful “whimpers” I’ve read lately:

• In conclusion, I have told you in this essay about the symbols in Macbeth.

• To sum up, Piggy was a heroic character in this novel.

• To conclude, Shakespeare is a great author and I enjoyed his play very much.

Here are some strategies for ending an essay effectively: A QUOTATION, especially from some authority

connected with the topic you are discussing. Ex: To sum-up the uncontrollable nature of the boys,

Golding has stated, “Childhood is a disease—a sickness that you grow out of” (Bartlett’s Quotations, online).

A QUESTION or a CHALLENGE. Ex: Unbelievable, one may think, that the boys

could be capable of such savagery? Then perhaps one should look a little deeper into his/her own psyche.

A RETURN TO THE THESIS and a RESTATEMENT of it in an interesting way. (This is probably the most common way of concluding.)

Ex: It is no longer a question of “if”, but, rather, a statement of “then” Piggy is, undoubtedly, the true hero of the novel once all of the evidence has been examined.

Always remember to use transitions in your ending, ie: therefore, hence, clearly, indeed.

More Ideas on Your Conclusion:“Finally, the fifth paragraph is the summary

paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar, some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.”

www.geocities.com/SoHo/Atrium//1437/structure/html

Good Things to Know . . .

Before Writing:• You need to always fully understand

what you are expected to do . . . if in doubt, ask the teacher.

• You also need to decide if your paper is supposed to be a general overview on a topic, or an answer to a specific question.

Next comes the Brainstorm...

By now you should all know the basic ideas of the brainstorm....but just incase....

http://www.atpm.com/7.03/images/inspiration-Brainstorming.gif

Essay Outline

It is a good idea to outline the main points that you will use in your essay. (Take these from your brainstorming bubble.)

In your outline include a topic sentence for each paragraph of the body, along with 1 to 3 quotations that illustrate the points you wish to make. Also, include a solid thesis statement to work from.

Sample OutlineINTRODUCTION

Hook:Thesis:

BODY 1Topic Sentence:Support:

BODY 2Topic Sentence:Support

(cont.)

BODY 3

Topic Sentence:

Support:

CONCLUSION:

(This is very simplified.)

Citing Sources:• A bibliography always starts on a new page. • The title is centred.• Double-space between title and first entry.• Each entry begins flush with the left margin,

and is then indented ½ an inch.• Entries are single-spaced, with a blank line

between entries.• Alphabetize the list by author.• Include only sources you have used in your

paper.

MLA Format:From a Book

Author(s). Title of book. Place of publication: Publisher, date.

From the Web

Author(s). “Title of Article”. Date retrieved, from (Web address).

If you use other types of sources, check out how to

cite them here:

http://essayinfo.com/citations/mla.php

Using an In-text Citation:An in-text citation allows you to use a quote

from any source, in your essay, without plagarizing from some one’s work.

What you need to know is how you do it. Here is an example . . .

. . . while looking at the moon in the sky does not cause the same amount of damage to the eyes that the sun does, it does, however, cause the eyes to “. . . close and open very fast allowing limited light to get to the inner eye” (Norman, 37). Therefore, you will probably get bored before you ever went blind.

The next thing to consider is the fact that the . . .

Things to Remember: If the quote is longer than four lines long,

then it must be written as follows:

. . . Your essay is being written here and then you,

want to put a quote in that is more than four

lines of text long. You need to indent it like

this, and cite it the same way as you do a

short quote. The four lines would be four

lines of typed text (Norman, 124).

Include only important parts of longer quotations. Use ellipses (…) to remove irrelevant or less important parts of very long quotes.

Always follow the quote with (author, pg. #). Note that the period comes at the very end of

the sentence—after the reference information.

Always introduce your quotation. Do not just “plunk” a quote into the body of your essay. Use a few words to lead into to it, such as:

. . . when the author states, “cats are better

than dogs” (Norman, 22).

. . . an example of this occurs when Ralph

says, “-----” (Golding, 45).

In addition, the boys: “-------” (Golding, 78).

The author notes, “-------” (135).