Formal Essay Writing - Write to think, not think to write.

Pre-writing

• selecting your topic and narrowing its focus

• brainstorming the topic alone, with a partner, or with a group

• targeting your audience and your purpose

• developing your ideas through conferencing and researching

• organizing your material leading to an outline and potential thesis

Writing

• bringing your outlined ideas together in draft form, using conventional sentences and paragraphs

• conferencing with your peers and teachers

• evaluating the content, style, and structure of the first draft as you seek suggestions for improvement

Post-writing

• revising the content of the draft

• adding needed and relevant material

• deleting weak, redundant or irrelevant material     

• moving phrases, sentences and paragraphs to other locations

• checking for unity and coherence

• conferencing with peers and editors

Proofreading

• checking and double checking your paper to make it error-free in terms of the mechanical conventions: spelling, punctuation, diction, grammar, standard English usage of words, phrases and sentence formations, apostrophes, hyphens

• conferencing with peers and editors

Evaluating

• final checking of your final draft or “product”

• having your peers react to and discuss your final product with suggestions for improvement

• looking at your final product critically with an eye towards improvement

5 Part Essay Planner

This planner is a simple tool that helps to reinforce structure.  It is a starting point, not an ending point.

Introduction: 

1) General Statement - Interesting, clear, related to topic. Do not mention the author or the title of the work.

2) Topic Sentences - Focuses in on specific topic being discussed throughout essay. You will need at least 1 sentence per argument in your thesis.

3) Mention work and author - Follow MLA rules.

4) Thesis Statement - Clear, specific, tells you exactly what will be discussed (3 arguments).

Body Paragraph #1:

1. Topic Sentence - Specifies exact topic being examined in this paragraph, relates to thesis.

2. First Point Stated - Related to thesis.

   1. Proof 1 - Direct quote

   2. First Point Explained

3. Second Point Stated - Related to thesis.

   1. Proof 2 - Direct quote

   2. Second Point Explained

4. Concluding Statement - Final chance to convince reader of your point. Transition linking to your next argument.

Body Paragraph #2:

5. Topic Sentence - Specifies exact topic being examined in this paragraph, relates to thesis.

6. First Point Stated - Related to thesis.

   1. Proof 1 - Direct quote

   2. First Point Explained

7. Second Point Stated - Related to thesis.

   1. Proof 2 - Direct quote

   2. Second Point Explained

8. Concluding Statement - Final chance to convince reader of your point. Transition linking to your next argument.

Body Paragraph #3:

9. Topic Sentence - Specifies exact topic being examined in this paragraph, relates to thesis.

10. First Point Stated - Related to thesis.

    1. Proof 1 - Direct quote

    2. First Point Explained

11. Second Point Stated - Related to thesis.

    1. Proof 2 - Direct quote

    2. Second Point Explained

12. Concluding Statement - Final chance to convince reader of your point. Transition linking to your next argument.

Conclusion:

1. Restated Thesis - States all three points discussed, does not include "I believe".

2. Conclusive statement about these points.

3. General Statement relating to the text or a life lesson statement.

Writing a Thesis

I've pulled some resources together for helping you learn to write an original thesis.  We'll go over them in class.

A thesis statement:

• Is a statement, not a question.

• Is located at the end of your introduction paragraph.

• Is one sentence in length.  If you MUST, use two sentences.

• Is the central focus / topic of your essay / seminar.

• Clearly indicates your position on the topic.

• Must also be included in the beginning of your conclusion paragraph. This should be a revised thesis statement.

• The topic sentences of your body paragraphs must link back to your thesis statement.

• Author + Title of work + Argument 1, Argument 2, Argument 3 is a basic thesis statement structure. 

  • This basic structure may do well at the grade 9 and 10 level, but it is essentially a list.  

  • By grade 11 and 12, you need to make sure that your thesis statement takes a position.  

Final thesis statement check

• Does your thesis statement:

  • take a position

  • list the arguments 

  • link back to an important idea studied in that unit?

Writing a Thesis Statement if you were given a list of topics

1. Choose a topic that interests you:

   • Animal imagery in The Pearl

2. Make a declaration (formal statement) about the topic:

   • Steinbeck uses animal imagery at critical moments in The Pearl.

3. Rewrite the topic into a question. Questions begin with who, what, where, why, when and how:

   • Why does Steinbeck use animal imagery in The Pearl?

4. Answer the question:

   • Steinbeck uses animal imagery in The Pearl to emphasize the element of danger.

5. State your 3 arguments:

   • The scorpion scene, the description of insects and fish, the night fight.

6. Combine the author's name, title of text, #2, #4 and #5:

   • The narrator's  vivid description of the scorpion scene, animal life and the night fight are important in understanding The Pearl. In John Steinbeck's The Pearl, animal imagery is used in critical moments to emphasize the element of danger. 

Writing a Thesis Statement if you were given a list of questions

1. Choose a question that interests you:

   • Why does Steinbeck use animal imagery in The Pearl?

2. Make a declaration (formal statement) about the topic:

   • Steinbeck uses animal imagery at critical moments in The Pearl.

3. Answer the question: 

   • Steinbeck uses animal imagery in The Pearl to emphasize the element of danger.

4. State your 3 arguments:

   • The scorpion scene, the description of insects and fish, the night fight.

5. Combine the author's name, title of text, #2, #3 and #4:

   • The narrator's  vivid description of the scorpion scene, animal life and the night fight are important in understanding The Pearl. In John Steinbeck's The Pearl, animal imagery is used in critical moments to emphasize the element of danger. 

Finding Quotes

You may have some quotes from your notes, or you may have some quotes you wrote down, but how do you find those quotes in the novel or play?

• Open the pdf of the novel and use CTRL-F (Chromebook or Windows) or COMMAND-F (Mac) to open the FIND feature.  Try to use a key word and not entire sentences.

• You can use your answers for the chapter questions.

• You can use the quotes I provided in "Notes and Quotes".

Dealing with Quotes

There are three ways to deal with textual proof. 

Basic Quote:

Steinbeck's use of dark imagery is constant. “Kino awakened in the near dark” (Steinbeck 1). 

Notice that this isn't a sentence, it's just a quote terminated by a period. Avoid this, it hampers the fluidity of your writing. 

This approach is fine in grade 9 and perhaps in grade 10.

Embedded Quote:

Steinbeck's use of dark imagery is constant throughout The Pearl.  The novel begins by warning the reader,  “Kino awakened in the near dark” (Steinbeck 1). 

Notice that the quote is introduced by the essayist's own words. This method indicates that the author is actively embedding the textual proof into their own words. This method adds considerable depth of structure to your writing.  

This approach is fine in grade 11 and 12. You can add to the overall effect by not constantly declaring who speaks: Kino states, "The doctor would not come" (Steinbeck 7).

You need to introduce your quote.  Some examples are: Steinbeck writes, Steinbeck states, The narrator states, The narrator describes, or if it is a character indicate the character and the mood.  Common signal phrases are listed in this note in the Writing section of the website.

Complex Embedded Quote:

Kino's family live very simply in a, “brush house” (Steinbeck 1), with few possessions and little food. 

Notice that the quote is wrapped by the essayist's own words. This method indicates that the author is actively embedding the textual proof into their own words. Be cautious with this technique, as it may detract from your own ideas.

If you are quoting from a play written by Shakespeare: 

(act.scene.line(s)) for example:

• (1.2.18)

• (1.2.18-22)

If you are quoting from a novel and have not established the author yet, or it's the first mention:

(Lastname page number) for example:

• (Smith 18)

If you are quoting a novel and have established the author:

• (18)

Please see the OWL MLA Style Guide for more citation options

Setting up for MLA Style in Google Docs

I found two very simple videos.  Start the the first video at 0:59.  

If you want to watch them both, start the second video at 0:16, and then stop at 1:41.

Final Essay Checklist

1. No contractions (didn't, can't, couldn't).

2. Do not use the pronoun "I".

3. No slang or informal language.

4. Present tense.

5. Indent paragraphs with the TAB key.

6. Double space.

7. 12 point font Arial (please) or Times New Roman.

8. An original title.  Avoid the use of: "Essay, My Essay, The Title of the Text, Your Name" or any combination of these.

9. Do not use semi-colons ";" to join two sentences together.

10. Do not use dashes "–" to add a phrase to your sentence.

11. Do not use brackets in explain a term or insert a phrase "(  )"

12. Do not underline.

13. Read your sentences out loud. Listen for comma splices and run-on sentences (You will run out of breath).

14. There are no extra blank lines in your paper.

Writing Portfolio Assignment

This writing portfolio assignment will allow you to work on your short form writing skills.  Use your life as your source of inspiration.  This gives you a chance to explain your own beliefs, values and experiences.

Respect yourself, the class, the other students in the class, and the freedom of expression you've been given.  

Hatred, bullying, fear mongering, racism, xenophobia, misogyny, or any contravention of the DPCDSB Catholic Code of Conduct (respect and treat others fairly, regardless of citizenship, race, place of origin, ethnic origin, colour, ancestry, disability, age, creed, sex/pregnancy, family status, marital status, sexual orientation, gender identity, gender expression) will not be tolerated.  

Each day, you will choose a random prompt, brainstorm, write, and edit your 200 word response.  

Your daily response, planner and sensory details chart are due at the end of each class.  

At the end of the assignment, you will hand in:

1. 4 of your 200 word responses.  Place the one that you want to be marked first.

2. 4 Planners

3. 4 Sensory Detail Charts

Assignment Formatting

• MLA heading (your name, my name, course code, date)

• MLA header (Your last name and the page number in the document header)

• Title - Use the writing prompt

• Write clearly, double space

• Because you are "writing in role", you:

  • can use contractions for style or dialogue

  • can use "I"

Day 1 - We will start the first prompt together: "148. Where Would I Go in a Time Machine". You need to finish it for homework.

Day 2 - Random  prompt.  I will post 5 choices. You choose one of the 5.

Day 3 - Random prompt.  I will post 5 choices. You choose one of the 5.

Day 4 - Random prompt.  I will post 5 choices. You choose one of the 5.

Day 5 - Portfolio Assembly:

•  Your 4, 200 word responses.  

• Place the one that you want to be marked first. 

• 4 Planners

• 4 Sensory Detail Charts

Planning and Writing your Response

Step 1

• Determine your purpose.  Are you writing to:

1. Explain

2. Give an opinion

3. Tell a story

4. To tell an imaginary story

5. To describe a person, place or thing

Step 2

• Choose ONE of the following planners: Spider Map, Idea Chart, or Cluster Diagram.  They are located in our Google Classroom in the Writing Portfolio section.  

• Use the planner to help you brainstorm.

• You will need to hand in all 4 planners.

Step 3

• Fill out the Sensory Details Chart (Google Classroom) to help you add details.

• You will need to hand in all 4 Sensory Detail Charts

Step 4

• Combine the ideas in your planner with the details you noted.

Step 5

• Follow this structure for your 200 word response:

1. Topic Sentence - Link this to your topic

2. Supporting Sentences - You will need several sentences that explain your ideas in order (beginning, middle, end).  You also need to provide details and descriptions.

3. Concluding Sentence - End your response by having the reader think about the ideas you presented in the introduction and and the supporting sentences.  Focus on what you learned or what you want us to remember about your reaction to the prompt.

Writing Portfolio Planners

These planners are located in our Google Classroom.  Include 1 planner and 1 sensory details chart for each response in your assignment.

Random Writing Prompts for your Writing Portfolio

1. Click the 'New Prompt' button below

2. Read the writing prompt

3. Copy the prompt

4. Paste it in the title section of your Google Doc

5. Don't think to write, write.