Planning your essay



Year 11 English

Essay Help

Name: ………………………………………………….

Pastoral Care: ……………………………………

The purpose and structure of an essay

When you write an essay you are usually doing one of three things: explaining, arguing or discussing something.

Every essay, therefore, must have a topic.

For example: Global warming.

• You might explain how global warming has increased over recent times.

• You could take this a step further and argue that global warming has led to climate change.

• If you are not that certain, you could discuss the different points of view on the effects of global warming.

Whatever type of essay you decide to write all essays are structured in roughly the same way. They all have an introduction, a main body and a conclusion.

• In the introduction you always tell the reader what you are going to explain, argue or discuss in the main body. You also need to mention the points you are going to raise in support of your explanation, argument or discussion. When writing an English essay you must always mention the title and author/director.

• In the main body you write about these points in detail, usually one point per paragraph. Each paragraph usually has a sentence that introduces the point. This is called a topic sentence.

• In the conclusion, you sum up what you have written and remind the reader about the main thing you are explaining, arguing or discussing.

An example

Preliminary work

If you are asked a question, answer it!

When you have found the answer, express it in one sentence. This is called your premise.

Premise: A number of people share the responsibility for Neil’s death.

You now have some clear direction about what you are going to write.

Writing the introduction

• Begin your introduction with an orientating sentence or two (setting the scene).

• Your introduction must contain your premise, expressed in a slightly more interesting way.

• Be sure to mention the title (in italics) and the director.

• Mention also the points that you are going to discuss in relation to your premise.

Dead Poets Society, directed by Peter Weir, is a powerful film about the struggle of the individual against the pressures to conform in an exclusive, conservative school. For one individual, Neil Perry, this struggle results in his tragic death. However, though Neil killed himself, a number of people share in the burden of responsibility. These include Neil’s father, Mr Perry and the principal of the school, Mr Nolan, who combined represent the power of authority. Mr Keating, a new English teacher with radical teaching methods, also had some part to play in Neil’s death.

The body of your essay

• Note how the premise forms the backbone of your essay. Everything you say must support it (i.e., discussing the people you believe are responsibility).

• Begin each paragraph with a topic sentence. A topic sentence states what you are going to talk about in the paragraph.

• Include examples and quotations from the film to support your points.

When Neil Perry shot himself with his father’s pistol he put an end to a sad and troubled life. Neil was a very passionate and emotional student who was inspired by the teachings of his new English teacher, Paul Keating. He took to heart Keating’s comment to the class during the first lesson: ‘In my class you will learn to think for yourself.’ He decides, against his father’s wishes, to act in a play ….

Conclusion

• The trick with conclusions is to avoid sounding repetitive.

• It is necessary to wrap up your discussion, but don’t just restate your premise.

• You may add a bit of extra insight or make a general statement, but don’t add any new points.

• You could include a question, or a quotation to round up your discussion.

|While a number of people put pressure on Neil to conform and therefore share in the responsibility for his suicide at his weakest moment, ultimate |

|responsibility lies with the conservative society of the time. But is this film just about a particular time in USA history or is there something for |

|modern audiences to learn from it? Surely, the pressure to conform by parents, schools, police and community organisations is something that everyone |

|had to face on a daily basis. The film invites us to reflect on how we cope with the struggle to be an individual. Indeed, the ‘powerful play goes on’.|

|What verse will we ‘contribute’? |

Essay planning worksheet

| | |

|Write out your question | |

| | |

|Introduction: | |

|Interesting opening sentence | |

|Title and author mentioned | |

|Premise | |

|Points to be raised in essay | |

|Main Body | |

|Statement – Topic sentence (a |Topic of paragraph 1 |

|clear statement of the topic for| |

|that paragraph.) |Statement |

| | |

|Explain – Explain the topic |Explain |

|sentence by giving an example | |

|from the text that aids the | |

|statement. |Evidence |

| | |

|Evidence – Evidence (quotation) |Refer |

|from the text is necessary to | |

|support the statement and |Topic of paragraph 2 |

|explanation. The quotation | |

|should flow-on with the |Statement |

|statement. An example of this | |

|is: Martin Luther King is famous|Explain NOTE: Don’t be limited to |

|for his speech which begins with|3 paragraphs |

|“I have a dream ……….” |Evidence |

| | |

|Refer – At the end of the |Refer |

|paragraph refer back to the | |

|question as a conclusion to the |Topic of paragraph 3 |

|paragraph. Extract one or two of| |

|the words from the question and |Statement |

|finalise the paragraph. | |

| |Explain |

| | |

| | |

| |Evidence |

| | |

| |Refer |

|Conclusion | |

|Summary of your argument | |

|Conclude with a quotation, | |

|question or general statement | |

How to include quotations in your essay

* In the example below the Act, Scene and lines of the quote have been included. You should inclued the page number of the quote in brackets.

1. If you are only quoting a word or two, just put them in inverted commas and include them in your sentence. For example:

The play opens with Veronia’s ‘rebellious subjects’ fighting in the street (I, i, L75)

2. If you are quoting a couple of lines, you may also include these in the text but you must mark the line endings with a slash and use dots to indicate any omissions. For example:

When Paris first asks Capulet if he can marry Juliet, Capulet replies that Juliet ‘…is yet a stranger in the world/She hath not seen the change of fourteen years’ (I, ii, L8-9)

3. If you are quoting four or more lines you should write or type the lines exactly as they appear in the text, marking them off from your essay by indenting them. For example:

Romeo’s highly romantic nature is evident in the way in which he speaks of Juliet as he watches her from the garden:

‘But soft, what light through yonder window breaks?

It is the east and Juliet is the sun.

Arise fair sun and kill the envious moon,

Who is already sick and pale with grief

That thou her maid art far more fair that she.’ (2, ii, L2-6)

How do I know what the question means?

Most research statements or questions will contain a key word telling you what to do about the theme. Here are explanations for some of the instructions words you may come across.

ANALYSE Separate or break up a whole in order to examine the inter-relationship of ideas and themes

COMMENT Make critical comments - positive and negative

COMPARE Say what is alike, similar and what is different between two or more ideas, events, interpretations. Concentrate on what is alike.

CONTRAST. As above, but concentrate on what is different.

CRITICISE Consider the facts, discuss the strengths and the weaknesses then give your own judgement.

DEFINE Provide brief, clear meanings

DIAGRAM Present a drawing, plan, graph or a table in your answer. You are expected to label the diagram and to give a title (a brief explanation or description)

DISCUSS Present a point of view. This will need description and interpretation (saying why, how). You will need to support your opinion by carefully chosen evidence and or facts.

EVALUATE Present a judgement which is based on strengths and advantages and weaknesses and limitations. Say how important this is.

EXPLAIN Present the facts, focussing on the why and the how. Clearly tell the reasons, causes and effects. This instruction is asking you to show that you understand the issue and can think critically.

IDENTIFY Select the most important events, issues, ideas, features or characteristics.

ILLUSTRATE Explain - either in writing - or by presenting a picture or a diagram

INTERPRET Give your own considered judgement of the situation

LIST Present a set of items in a series or a table. This expects you to be concise.

OUTLINE A description which gives main points or essential details only. It omits minor details. Aim to present information in an organised way

RELATE Show relationships, connections, links or connections between things, ideas, events etc.

STATE Tell the main points briefly and clearly. Avoid detailed descriptions

SUMMARISE Provide the main points. Avoid detailed description

TRACE Describe the development or history of an event, idea, or a thing. Ensure your ideas are organised in order.

|Ways to avoid writing ‘I think that’ or ‘One could suggest that’ |

|It could be suggested that ... |indicates |

|The facts suggest that ... |agrees |

|Most experts suggest ... |outlines |

|Smith (1993:54) suggests ... |disagrees |

|Although Smith (1993:54) disagrees, most writers suggest |claims / proposes |

|Popular opinion suggests ... |does not support |

|Primary sources suggest ... |opposes |

|With some exceptions, primary sources generally indicate |contradicts; undermines; differs from; matches |

|With some exceptions, popular opinion indicates ... |supports the idea that |

|This evidence suggests ... |supports the opinion that |

|Smith’s policy statement suggests ... |supports notion that |

| |supports the belief that; supports the idea that |

Ways to link paragraphs

The first or last sentence in the paragraph should contain the essential reason for the inclusion of that paragraph. This is called a topic sentence. The first and last sentence in a paragraph can serve as a link between paragraphs, using words like:

|above all |firstly, secondly ... |although |instead |

|only then * |Accordingly |even if |in summary |

|following this |Otherwise |in addition |likewise |

|afterwards |as a result |moreover |certainly * |

|consequently |even though |one .. two |for this reason |

|however |in conclusion |for instance |in particular |

|meanwhile |Nevertheless |since this is so |more specifically |

|obviously * |Rather |Hence |still |

|therefore |to sum up |in short |on the contrary |

|it might be thought |for example |not until then |also |

|provided |at the same time |though |clearly * |

|earlier |Finally |on the other hand |further(more) |

|if this be granted |Indeed |besides |in order that |

|many a case like this |Nonetheless |even if |not surprisingly |

|of course * |Similarly |besides |surprisingly |

|curiously enough |Whether |then |admittedly |

|not only … but also |Later |in fact |although |

| | | |while this is so |

*Beware the absolute nature of these words. There are not many definite ideas in the world! Words like of course, definitely, always, never, totally, every one are

dangerous to the validity of your argument because one exception in the entire universe renders your argument incorrect or invalid.

Ways to introduce another viewpoint

|although |At a deeper level |even though |

|on the opposite side |nevertheless |sometimes people may |

|however |What needs to be noted |in spite of |

|one side of the issue |in contrast to |this differs from |

|at the same time |However, the basic issue is |despite this |

On closer inspection, it is worth considering that ...

Ultimately, it must be realised that ...

More importantly however ...

More significantly however ...

More to the point is the fact that ...

On the surface, it might seem that .......however

The fundamental question is not however ...

On first sight it might seem plausible to argue that ....however, on closer inspection

To argue .... is insufficient (not enough) .... it is necessary to consider ...

Proofreading Guide

You will make mistakes in your early drafts. You are concentrating on getting your ideas down. However, before anything can be published in written form, it must be proof-read carefully to eliminate all errors.

Proof-reading requires close attention to detail. It is very easy to see what you think you wrote and not what is actually on the page, when you read over your writing.

Below are some tips and strategies to help you with proof-reading your final draft.

Spelling

Use a dictionary. If in the slightest doubt, look it up! The only way to be absolutely sure that you have eliminated all errors, is to check any doubtful spellings in the dictionary. Your teacher should also have alerted you to spelling errors in the comments on your first draft.

Punctuation

Capital letters are mainly used:

• to begin a new sentence

• in people's names and titles

• in names of places (towns, cities, countries)

• in days of the week, months of the year

• in titles of books, films, organisations

• in titles of important historical events or periods

• in titles of awards or qualifications

Full-stops are mainly used to mark the end of a sentence. Run-on sentences occur if full stops are left out, or if commas are used instead, and these can cause confusion for the reader. Smoking is dangerous for your health if you smoke more than a packet a day you will die around ten years earlier. This should be: ........for your health . If you smoke........

Commas are not used to mark the end of a sentence. They are used:

• to separate items in a list

a kind, rosy-cheeked, jolly old man

• to separate words or phrases which are additional to the main clause of the sentence

Their grandfather, who was mean and ugly, lived with them.

• to separate the speaker from the words spoken in direct speech or dialogue

"Go to your room,” she shouted. OR

Her mother stormed at her, "Go to your room!"

• to separate a person being addressed or a person's name from the rest of the sentence

"Dad, can I borrow the car today?"

Her daughter, Lois Brown, became famous.

• to prevent misunderstanding

While he was cooking , the baby slept peacefully outside in the sun.

That boy, said everyone on the staff, should be suspended.

Semicolons are mainly used

• to separate two closely related statements which are not quite completely separate sentences.

The rap group from Auckland were the winners; they were polished, energetic and ambitious.

Last year he slacked around; this year he is working much harder.

Colons are used

• to introduce a list

For school camp you need: a tent, a strong pack, a PVC raincoat, strong boots, a sleeping bag, dried food and a positive attitude.

• to introduce a statement which explains or clarifies a previous statement in the same sentence

There was only one builder who could do a decent job of it: Bill Fudd from Waimangu.

Question and exclamation marks

Remember to check that you have put these in.

How long will we go on pretending there is no poverty in this country? What blindness!

Apostrophes are not used with ordinary plurals of words. shoes, houses,

They are used to show:

• ownership or possession. The apostrophe is placed directly after the name of the owner or owners. John's shoes, the aunties' gift

• that letters have been missed out of words it's my birthday, rockin' roun' the clock., I'm goin' home.

Note: Possessive pronouns such as yours, hers, its, ours, theirs do not have apostrophes.

Quotation or speech marks

These are used to

• show which words are actually spoken (direct speech)

After they had shaken hands and introduced themselves, she asked, "What is that brand of aftershave?" Notice how the final question mark, fullstop or exclamation mark is placed inside the closing speech marks. If there is more than one sentence spoken by the same speaker the speech marks are not closed until that person stops speaking. Begin a new line each time there is a change of speaker

• indicate that the following words are a direct quotation from another writer, not your own.

Grammar and syntax

Those of us who speak English as a first language have an instinctive understanding of the basic grammatical rules which govern the language, so that we can recognise that something is wrong with sentences like: What a wonderful bird the frog are or My friend me for my birthday a CD gave, or Last year we will all go overseas. We can tell that the grammar and syntax sound odd, even if it's hard to explain why.

Keeping verb tenses consistent

If you start off using the past tense (had, went, saw), check that you haven't switched to the present tense (has, goes, sees) in the same piece of writing. It's surprisingly easy to forget which tense you started off with and to switch backwards and forwards between different tenses when you're rushing to get your ideas down in your first draft. Decide which verb tense you want to use and keep it consistent throughout.

She rushed into the room and threw her bag down. Suddenly, Dave will walk in. (should be "walked", past tense, because the verbs in the previous sentence are in the past tense.)

Sentences

You can add impact and interest to your writing by varying your sentence structures and lengths. Think about what kind of sentence conveys your idea most effectively. Aim for

• variety

• economy

• clarity

• precision

A sentence can be

• a statement - Spring is here at last.

• a question - Will spring never arrive?

• a command - Go to Paris in spring.

• an exclamation - How I love the smell of spring flowers!

• an interjection - Ah, yes.

A sentence should have

• a subject - the person or thing that does the verb/action.

• a predicate - tells what action the subject does - must include at least one finite verb.

|The spider monkey |peered |sorrowfully at the zookeeper. |

|subject |(verb) |predicate |

Vary your sentence openings

Check that you haven't repeated the same word or structure too often at the beginning of your sentences. Avoid beginning too many sentences with words such as Then or He or I.

Avoid unnecessary repetition

Sometimes sentences need pruning or condensing to remove unnecessary words and to streamline your expression.

She bought the book last year. It was a really gripping book. She read the book in less than two hours.

This could easily be condensed into one sentence.

Last year she bought a really gripping book which she read in less than two hours.

Avoid too many ideas in one sentence

Keep to one main idea per sentence. If you include more than this, your sentence may become rambly and it's easy to lose control of the sentence structure altogether. Some longer sentences may need splitting into two separate sentences.

When you read over your final draft ask yourself and tick of the following:

• Have all my sentences got verbs in them?

• Do all my sentences make complete sense? Are there any which sound incomplete? What do I need to add to fix them up?

• Have I used a good variety of sentence lengths?

• Have I used a good variety of sentence structures?

• Have I tried to vary my sentence openings?

• Do any sentences need pruning or dividing into two?

• Have I got rid of all ambiguity and/ or vagueness in my expression?

• Have I got rid of any unnecessary repetition?

Omissions

A final proof-read, preferably aloud, will help you to "hear" whether there are any accidental omissions such as

• letters left off the ends of words

He went of without his scissor.

• words left out altogether I knew he would leave his behind.

• punctuation missed out.

"It was an awesome sight if you don't believe me ask Hemi."

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download