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Essay Writing SurvivalHandbookContents: Getting Started…………………………………………………………..…......page 2-4Notes on “What goes into an Essay”.…………………….………….…page 5 Outline Frame…………………………………………………………………..page 6-7Samples of Secondary Source integration…………………………..page 8Creating a Works Cited page………………….…………………….…….pages 8-9Formatting using MLA Style Guidelines.……….…………………....page 10“Writing Do’s and Don’t’s”.....……………………………...……………...page 11-12Compare/Contrast (synthesis essay).………………………………...page 13-14Getting Started:Don't let the thought of putting pen to paper daunt you. Get started! Remember, when planning an essay, you don’t have to “go in order” at the planning stage. Once you know your topic and your stance, come up with a specific thesis and you’re good to go! These simple steps will guide you through the essay writing process: Decide on your topicBrainstorm: jot down/diagram some of your ideas about this topicWrite your thesis statementPlan the body paragraphsWrite down the main points & any sub-pointsFind supporting evidenceExplain how this evidence supports your thesis (elaborate)Write the introduction. Write the conclusion. Add the finishing touches.Choose a Topic for Your Essay Think about the type of paper you are expected to produce. For an English class, it is most likely a specific analysis of a text or texts. Make sure your topic is fairly specific. If you have a general topic that is designed to fit a broad variety of texts being studied, narrow it.Brainstorm and Organize Your Ideas The purpose of an outline or diagram is to put your ideas about the topic on paper, in a moderately organized format. The structure you create here may still change before the essay is complete, so don't agonize over this. Decide whether you prefer the cut-and-dried structure of an outline or a more flowing structure. If you start one or the other and decide it isn't working for you, you can always switch later.Outline:This step is more specific than the brainstorm. Use the “Outline Frame” provided to you, or use another helpful format – but use something! Your outline includes the following steps:Compose a Thesis Statement (save the rest of the intro for later)Now that you have decided, at least tentatively, what information you plan to present in your essay, you are ready to write your thesis statement. The thesis statement tells the reader what the essay will be about, and what point you, the author, will be making. What do the main ideas and supporting ideas that you listed say about your topic? Your thesis statement will have two parts:The first part states your topicThe second part states the points that support your argumentWrite the Body Paragraphs In the body of the essay, all the preparation up to this point comes to fruition. The topic you have chosen must now be explained, described, or argued. Each main idea that you wrote down in your diagram or outline will become one of the body paragraphs. If you had three or four main ideas, you will have three or four body paragraphs. Each body paragraph will have the same basic structure. Start by writing down one of ideas that supports your thesis, in sentence form Next, use your evidence to support your claimAfter each piece of textual evidence, write down some explanation/ elaboration/discussion for that point. Now write a concluding sentence for each paragraph that summarizes the point you’ve discussed. These sentences have a tendency to sound stilted, so be cautious that you are not just repeating the topic sentence. Once you have fleshed out each of your body paragraphs, one for each main point, you are ready to continue.Write the Introduction and Conclusion Your essay lacks only two paragraphs now: the introduction and the conclusion. These paragraphs will give the reader a point of entry to and a point of exit from your essay. Introduction The introduction should be designed to attract the reader's attention and give him or her an idea of the essay's focus.Begin with a Grabber to attract your reader’s attentionIn a persuasive essay about literature, your grabber can include the author and title of the works(s) you will be discussing (if this information is not in the first sentence, it must be in the second sentence– it would not make sentence to mention a character’s name before introducing the work in which he/she comes from).General information sentences come next. They give helpful background information that builds on your “grabber.”Finish the paragraph with your thesis statement.Conclusion The conclusion brings closure to the reader, summing up your points or providing a final perspective on your topic. All the conclusion needs is five strong sentences that review the main points (being careful not to restate them exactly).Add the Finishing Touches You have now completed all of the paragraphs of your essay. Before you can consider this a finished product, however, you must give some thought to the formatting of your paper. Check the order of your paragraphs:Look at your paragraphs. Which one is the strongest? You might want to start with the strongest paragraph, end with the second strongest, and put the weakest in the middle. Whatever order you decide on, be sure it makes sense. Check the instructions for the assignment:When you prepare a final draft, you must be sure to follow all of the instructions you have been given. Are your margins correct? Have you titled it as directed? What other information (name, date, etc.) must you include? Did you double-space your lines? Were you asked to have a title page? Does it follow the correct formatting?Check your writing:Nothing can substitute for revision of your work. By reviewing what you have done, you can improve weak points that otherwise would be missed. Read and reread your paper. Does it make logical sense? Leave it for a few hours and then read it again. Does it still make logical sense? Do the sentences flow smoothly from one another? If not, try to add some words and phrases to help connect them. Transition words, such as "therefore" or "however," sometimes help. Also, you might refer in one sentence to a thought in the previous sentence. This is especially useful when you move from one paragraph to another.Have you run a spell checker or a grammar checker? These aids cannot catch every error, but they might catch errors that you have missed.Once you have checked your work and perfected your formatting, your essay is finished. Congratulations!Adapted from Kathy LivingstonWhat Goes into an Essay?THE INTRODUCTION This is the most important paragraph because the reader sees it first and it contains the thesis statement or the main idea/point of the essay. The first sentence should grab the reader’s attention. The general information sentences clarify the topic sentence and add information or relevant background knowledge.Grabber: – Grabs the reader’s attention – Includes the name(s) of the author(s) and the title of the work(s)General Information Sentences: – Clarify the topic sentence and add information or relevant background knowledgeThesis Statement: – One sentence that clearly and concisely indicates the subject of the essayTHE BODYThe body consists of 3 or more paragraphs that develop the idea or opinion presented in the thesis statement. Each paragraph contains one complete thought – based on the thesis statement – that is further developed through examples and explanation. Examples should come from the piece of literature being studied and/or secondary resources. Make sure to follow the guidelines for quoting and referencing. Also, remember to use transitional devices to connect ideas. Each body paragraph is a minimum of 5 sentences in length.Each body paragraph should contain the following:Topic Sentence: Contains the paragraph’s topic/ tells the reader what the paragraph is about (in relation to the thesis)Supporting Sentences: Provide relevant information with examples (proof) and explanation that support the topic sentence.Concluding Sentence: summarizes the paragraphTHE CONCLUSIONThe conclusion includes a restatement of the thesis sentence and touches on the main ideas presented in the body of the essay. It brings a tone of finality to the essay. Summary or Reinforcement of the Main Points:– This should not repeat word-for-word the main idea sentences, but sum up the discussion. Tie up any loose ends.Clincher: a memorable statement designed to leave the reader feeling satisfied.The Essay: Outline FrameAn outline organizes material in a logical sequence and allows the writer to place sub-topics and evidence in the most appropriate places. It is more efficient to write in point form than in full sentences.Title:______________________________________INTRODUCTIONParagraph OneGrabber: ________________________________________________________________________________________________________Grabs the _______________________________________________________________________________________________________reader’s _______________________________________________________________________________________________________attention General _____________________________________________________________________________________________________Statements: _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________Thesis: ______________________________________________________________________________________________________This is your _____________________________________________________________________________________________________Main point/ _____________________________________________________________________________________________________Opinion/ ______________________________________________________________________________________________________Argument.THE BODY OF THE ESSAYParagraph TwoTopic ______________________________________________________________________________________________________Sentence: _____________________________________________________________________________________________________Supporting _____________________________________________________________________________________________________Details: _____________________________________________________________________________________________________ ______________________________________________________________________________________________________Examples ______________________________________________________________________________________________________(Quotes) _______________________________________________________________________________________________________Explain ______________________________________________________________________________________________________ ______________________________________________________________________________________________________Concluding _______________________________________________________________________________________________________Sentence: _______________________________________________________________________________________________________Paragraph ThreeTopic ______________________________________________________________________________________________________Sentence: _____________________________________________________________________________________________________Supporting _____________________________________________________________________________________________________Details: _____________________________________________________________________________________________________ ______________________________________________________________________________________________________Examples ______________________________________________________________________________________________________(Quotes) _______________________________________________________________________________________________________Explain ______________________________________________________________________________________________________ ______________________________________________________________________________________________________Concluding _______________________________________________________________________________________________________Sentence: _______________________________________________________________________________________________________Paragraph Four Topic ______________________________________________________________________________________________________Sentence: _____________________________________________________________________________________________________Supporting _____________________________________________________________________________________________________Details: _____________________________________________________________________________________________________ ______________________________________________________________________________________________________Examples ______________________________________________________________________________________________________(Quotes) _______________________________________________________________________________________________________Explain ______________________________________________________________________________________________________ ______________________________________________________________________________________________________Concluding _______________________________________________________________________________________________________Sentence: _______________________________________________________________________________________________________CONCLUSIONParagraph FiveTopic ______________________________________________________________________________________________________Sentence: _____________________________________________________________________________________________________Restate _______________________________________________________________________________________________________points/ _______________________________________________________________________________________________________Summarize ______________________________________________________________________________________________________Discussion _______________________________________________________________________________________________________ _______________________________________________________________________________________________________Clincher: _______________________________________________________________________________________________________~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Use transitions to help your writing flow smoothlyTransitions to Add Ideas: In addition, additionally, then, also, besides, another, added to this, furthermore, moreover, next.Transitions for Providing Examples: (take) for instance, (take) for example, consider for example/for instance, take as a case in point.Transitions for Emphasis/Explanation: clearly, it is evident, it is (this is) noticeable (when), it is apparent, it is obvious, it is clear, above all, obviously, Indeed, It is reasonable to assume (that).Transitions for Contrast: However, but, whereas, unlike, on the contrary, in contrast (with), on the other hand, yet, nevertheless, instead.Transitions for Comparison: Likewise, similarly, equally important, correspondingly.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~NOTES & RESOURCES USED:Sample Quoting and Citing of Secondary Sources:When writing a synthesis paper that deals with two different works, you must include the author’s last name in the reference.Sample Secondary Source Integration: Katrak points out that Head reveals how prejudices based on race, sex, and class “are exacerbated by colonial practices, and how indigenous patriarchies were reinforced by the colonial Victorian beliefs of female education- to train women as good as wives and mothers” (Katrak 64).He begins to refer to her as “the Masarwa” or “it” because in his eyes “she was no longer a human being” (40).It is interesting that “despite Margaret’s education the males in charge have power to retain or dismiss her” (Katrak 69).In Frances McInherny’s article on My Brilliant Career, McInherny explains that Sybylla “… is astute enough to recognize that the so-called beauties of society, upon whom the young men dote, are stereotyped and superficial creatures who lack the emotional depth and intellectual abilities of less attractive, and therefore less ‘marriageable’ narrator” (McInherny 278).Works Cited PageOnline sourcesThis section shows how to prepare works cited entries for a variety of online sources, including Web sites, online books, articles in online periodicals and databases, blogs, wikis, podcasts, and e-mail.MLA guidelines assume that readers can locate most online sources by entering the author, title, or other identifying information in a search engine or a database. Consequently, MLA does not require a Web address (URL) in citations for online sources.MLA style calls for a sponsor or publisher for most online sources. If a source has no sponsor or publisher, use the abbreviation "N.p." (For "No publisher”) in the sponsor position. If there is no date of publication or update, use "n.d." (for "no date”) after the sponsor. For an article in an online scholarly journal or an article from a database, give page numbers if they are available; if they are not, use the abbreviation "n. pag." ENTIRE WEB SITEBegin with the name of the author, editor, or corporate author (if known) and the title of the site, italicized. Then give the sponsor and the date of publication or last update. End with the medium and your date of access.With author or editorPeterson, Susan Lynn. The Life of Martin Luther. Susan Lynn Peterson,?2005. Web. 24 Jan. 2009.Halsall, Paul, ed. Internet Modern History Sourcebook. Fordham U, 22?Sept. 2001. Web. 19 Jan. 2009.With corporate (group) authorUnited States. Environmental Protection Agency. Drinking Water?Standards. EPA, 8 July 2004. Web. 24 Jan. 2005.Author unknownMargaret Sanger Papers Project. History Dept., New York U, 18 Oct.?2000. Web. 6 Jan. 2009.If a site has no title, substitute a description, such as "Home page," for the title. Do not italicize the words or put them in quotation marks.Yoon, Mina. Home page. Oak Ridge Natl. Laboratory, 28 Dec. 2006.?Web.12 Jan. 2009.NOTE: If your instructor requires a URL for Web sources, include the URL, enclosed in angle brackets, at the end of the entry. If you must divide a URL at the end of a line in a works cited entry, break it after a slash. Do not insert a hyphen.Peterson, Susan Lynn. The Life of Martin Luther. Susan Lynn Peterson,?2005. Web. 24 Jan. 2009. < within a bookStories from Anthologies: follow the format below.The author’s Lastname, Firstname. “Title of Story.” Title of Book. City of publication: Publisher, year. Page number range. Publication medium (Print.)Example: Jackson, Shirley. “The Possibility of Evil.” Inside Stories II. Toronto: Harcourt, 1996. 163-175. Print.Paper Formatting following the MLA Style GuideHere are some generic suggestions for formatting your paper. Answers to the inevitable question: "What's this paper supposed to look like?" But remember, if you have any doubts or questions, ask your instructor!Word-processing is not just a good thing, a clever technological device to make your writing look good; it makes the composing and editing processes much easier and (some people claim) even fun; it is technology that you ignore to your peril!Font: A serif typing font should be used, something like Times, Times Roman, or Times New Roman in a 12-point font size. Don't use anything fancy as they can become difficult to read after a while; cursive scripts are forbidden. Never mix font styles.?Use one-inch margins?(or a bit more, never less), all the way around the edge of your text. Do not use justified margins (even right margins), even though your word-processor makes that look really nifty. Justified margins tend to create some word-divisions and spacing that are not appropriate.?Spacing:?Double-space?all typing in all documents. Titles?can be important. If you can't think of a good title, it might mean that your paper has no real focus. Capitalize the first word and important words of your title. A title can end in a question mark or exclamation mark, but it cannot end in a period. You might use quotation marks in a title if it refers to someone else's title of a poem, story or article, but do not put quotation marks around your own title (e.g., Robert Frost's "Design" could be your title).Title page: you may or may not need one. This is at the discretion of your instructor, but fancy graphics or bold or italic printing on your title page should be avoided. Generally you will include your title (at the top), name, student number (middle of page), and the course, instructor name, and date of submission (at the bottom) all evenly spaced.Depending on your instructor and the level at which you are writing, evidence of careful re-reading and editing here and there (a last-minute correction done neatly with pen) is permissible; sloppiness is not. Last-minute corrections can be accomplished on a word-processor, and your paper ought to be nearly perfect when you hand it in.Formal Writing “Do’s and Don’t’s” Checklist1.Use a formal voice when writing paragraphs and essays.2.Write one and two digit numbers out in full. However, numbers with three digits can be written numerically. Example: fifty-two, one hundred, twenty, seven, two thousand, 203, 2002. Exceptions: dates and time (May 7, 2005 at 3:00).3.Vary vocabulary and make sure each word in the sentence expresses your thoughts descriptively. 4.Be concise. Avoid unnecessary words in a sentence (wordiness). 5.Choose words carefully. Ask yourself: “is this the perfect word, or is there a better, more descriptive word to use?”6.Pay attention to word usage. Know the difference between the following tricky words: a) there/their/ they’reb) hear/here c) choose/chose/choiced) new/knewe) know/now f) to/too/twog) hole/wholeh) thought/taught i) threw/through/thorough7.Use transition words and phrases to help your writing flow smoothly. Examples: Thus, therefore, consequently, in addition, furthermore.8.Reread your paper to make sure your writing has unity and coherence.9.Make a point and take a stand! Do not say “I think, or “maybe.” These words suggest that you are afraid to argue your point. Don’t be scared! 10.Incorporate quotes within your sentence.11.Provide support for your argument. Quote and cite examples from literature, the media, or from personal experience. (See style sheet for citation techniques).12.Vary quote introductions. Avoid continually saying: “he says,” “she says.”13.Check your spelling and grammar! Please note the following corrections: A lot = two words. Each other = two words.14.Reread the topic / question to make sure it has been fully discussed.15.Make several drafts: outline, rough copy, and good copy etc.Don’t’s1.Don’t use colloquial language. These are words used in everyday, informal speech and therefore, not appropriate for formal writing.2.Don’t use words such as “thing” and “stuff.” These are VAGUE terms that don’t adequately express what you mean.3.Don’t use contractions. Write words out in full. Example: do not use “can’t,” “don’t,” “shouldn’t.” Use cannot, do not, should not. 4.Don’t use symbols. Example: (& or +). Write these words out in full. Don’t use abbreviations. Write the word out in full. Example: T.V. = television6.Don’t be repetitive and vague. For instance: “a group of people attacked another group of people and many people died.” This is monotonous, unclear, and repetitive.7.Don’t use the words such as, “get” and “got.”8.Don’t use words such as, “I,” or “me” when writing persuasively. 9.Don’t use the word “you.” Use “one” instead, or reword the sentence. Otherwise you are referring directly to the reader. (This is informal and it may be rather insulting). 10.Don’t write short choppy sentences. Formal writing should not sound like a list. Varied sentence length and structure makes the paper easier to read and more enjoyable. It also shows intelligence and reveals creativity.11.Don’t ask questions in formal writing. Your job is to answer all possible questions. Besides, the reader can’t answer - it is not a conversation.12.Don’t state the obvious. Example: This paragraph..., this quote....13.Don’t summarize the quote beforehand. Example: Benvolio tells the fools to part when they are fighting. For example, he says, “part fools! Put up your swords, you know not what you do” (I.ii.55-56).14.Don’t write boring titles! Please start off on the right foot and intrigue me.15.Don’t repeat your topic sentence in your concluding sentence.16. Don’t forget to ask for your teacher’s help! ................
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