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How to Write a Literary Essay

Mr. Parker

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Day One Thesis Topic Sentences Quotes/Support

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Thesis Statement Read the topic first. Highlight the key words in the topic. Your thesis should:

Be one sentence. Come at the end of the introduction paragraph (last

sentence). Use the key words from the topic (or synonyms of

them). Mention the title and the author of the work (if it

hasn’t been mentioned in your intro’s second sentence.)

Usually take a persuasive stance.

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Thesis Statement Read the __________ first. Highlight the __________ in the topic. Your thesis should:

Be __________ sentence. Come at the __________ of the introduction paragraph

(last sentence). Use the __________ from the topic (or synonyms of

them). Mention the __________ of the work (if it hasn’t been

mentioned in your intro’s second sentence.) Usually take a __________ stance.

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Sample Topic and ThesisAs we read Odyssey, we discover that Odysseus is a great example of an epic hero. How do we know? He embodies four characteristics of an epic hero. Write a well-organized essay that proves that Odysseus is a hero using the four traits of GOES.

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Sample Topic and ThesisIn his Odyssey, Homer portrays Odysseus as an epic hero using the four qualities of GOES.

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Topic Sentences You will need one topic sentence for each of

your body paragraphs. Decide how many body paragraphs you need

by examining the topic and organizing its parts.

Topic sentences should: Come first in each body paragraph. Mention keywords from the thesis. Use a transition word or phrase. Set up the topic for the new paragraph.

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Topic Sentences You will need one topic sentence for each of

your __________ paragraphs. Decide how many body paragraphs you need

by examining the topic and organizing its parts.

Topic sentences should: Come __________ in each body paragraph. Mention __________ from the thesis. Use a __________ word or phrase. Set up the __________ for the new paragraph.

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Sample Topic SentenceThe first way that Odysseus is an epic hero is that he’s glorified by others in the epic.

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Quotes and Supporting Details Many times you will have a graphic organizer

or planning sheet to use in gathering support for your essay.

If a sheet is not provided, always take a few minutes to preplan. Use a cluster, an outline, a table, etc. If you fail to plan, you plan to fail

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Quotes and Supporting Details Using what you know about the piece of

literature, list details that will support your thesis.

Go back over your list at the end and make sure erroneous details are taken out.

Remember that we are not summarizing but instead supporting a specific thesis.

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Quotes Once your details list/web is done, it’s time to

find quotes that will integrate nicely with your supporting details.

A quote does not mean something that already has quotation marks around it in the book.

Anytime you take someone else’s words exactly, you put quotation marks around them and then you have a quote!

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Quotes Once your details list/web is done, it’s time to

find quotes that will integrate nicely with your supporting details.

A quote does not mean something that already has __________ around it in the book.

Anytime you take someone else’s words exactly, you put quotation marks around them and then you have a quote!

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QuotesMake sure to write down some important information about the quote as you go: The exact words of the quote* The author’s name Page number(s) if the quote is from prose writing The line number(s) if the quote is from poetry,

including an epic The act, scene, and line number(s) if the quote is

from drama

*If you choose to shorten the quote, use ellipses (…) to show where you deleted words.

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QuotesMake sure to write down some important information about the quote as you go: The __________ words of the quote* The author’s name Page number(s) if the quote is from __________

writing The __________ number(s) if the quote is from

poetry, including an epic The act, scene, and line number(s) if the quote is

from __________ *If you choose to shorten the quote, use ellipses (…) to show where you deleted words.

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Days 2-3 Body paragraphs Integrating quotes

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Body Paragraphs and QuotesBody paragraphs have four basic parts (CDC2): Claim (topic sentence) Data (quotes/paraphrases) Commentary (your unique thoughts about the

data—3rd person only) Conclusion (transition sentence to next

paragraph)

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Body Paragraphs and QuotesBody paragraphs have four basic parts (CDC2): C __________ (topic sentence) D __________ (quotes/paraphrases) C __________ (your unique thoughts about the

data—3rd person only) C __________ (transition sentence to next

paragraph)

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CDC2

Claim Make a claim here that you will prove in this

paragraph, otherwise known as a topic sentence.

You already know about topic sentences. See your notes.

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CDC2

Claim Make a claim here that you will prove in this

paragraph, otherwise known as a __________ . You already know about topic sentences. See your notes.

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CDC2

Data This is where you will use your well-chosen quote or

paraphrase with a lead in and documentation. Direct quote ending with a question mark or exclamation point:

(act.scene.line) He says/She says: At the beginning of the play, Juliet obeys her

parents’ every wish; when they call her, she comes immediately, saying, “What is your will?” (1.3.6).

Indicate line breaks in a poem or play with forward slashes. Direct quote ending with a period (act.scene.consecutive lines) Sentence Lead-in: Juliet even allows her parents to determine

how quickly her relationship with Paris will progress: “But no more deep will I endart mine eye / Than your consent gives strength to make it fly” (1.3.98-99).  

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CDC2

Data This is where you will use your well-chosen __________ with a

lead in and __________ . Direct quote ending with a question mark or exclamation point:

(act.scene.line) He says/She says: At the beginning of the play, Juliet obeys her

parents’ every wish; when they call her, she comes immediately, saying, “What is your will?” (1.3.6).

Indicate line breaks in a poem or play with forward slashes. Direct quote ending with a period (act.scene.consecutive lines) Sentence Lead-in: Juliet even allows her parents to determine

how quickly her relationship with Paris will progress: “But no more deep will I endart mine eye / Than your consent gives strength to make it fly” (1.3.98-99).  

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CDC2 ContinuedData(act.scene.non-consecutive lines) Blended Lead-in: Lord Capulet assumes that

Juliet’s refusal to marry Paris is a sign of rebellion, and he calls her “greensickness carrion,” “baggage,” and “tallow-face” (3.5.157, 159).  

Document all direct quotes. **The last two are for research papers only. Document paraphrased information from

secondary sources. Include the author’s name in either the lead-in or

the internal documentation, not __________ .

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CDC2 ContinuedData(act.scene.non-consecutive lines) Blended Lead-in: Lord Capulet assumes that

Juliet’s refusal to marry Paris is a sign of rebellion, and he calls her “greensickness carrion,” “baggage,” and “tallow-face” (3.5.157, 159).  

Document all __________ quotes. **The last two are for research papers only. Document __________ information from secondary

sources. Include the author’s name in either the lead-in or

the internal documentation, not __________ .

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Body Paragraphs and Quotes Support the topic sentence with facts, details,

incidents, and quotes. Explain or elaborate on these pieces of “evidence” as needed. Continue with substantiating details, quotes, and explanations until you have been thoroughly convincing. (Remember the number 3!)

 Show connections between ideas and supporting information, linking them with transitions.

 Minimize plot summary but be sure to identify who/what you are talking about and put the situation in context.

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More About Quotes Fit all quotations smoothly into your

discussion. Do NOT begin a sentence with a quote. Use lead-ins for all directly quoted material. Vary the type of lead-ins you use. Direct quote ending with a questions mark. Repeat key words occasionally to remind

reader of the topic.  Avoid sentences that begin with the words

“It,” “This,” “Those,” and “There is/are.”

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Sample ParagraphSample body paragraph with data:The first way that Odysseus is an epic hero is that he’s glorified by others in the epic. Even though his men are tired, they exclaim, “’Are you flesh and blood, Odysseus, to endure/More than a man can? Do you never tire?/…iron is what you’re made of” (162-164). They can’t believe that an ordinary man could be at sea and homesick for so long and still fight his base urges of hunger and sickness. Thus, they elevate him almost to the level of a god.* As a glorified protagonist, Odysseus personifies the epic hero he’s called to be. *Repeat DC as needed.

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CDC2

Commentary If you give no quotes in your paper, it is vague. If you only give quotes in your paper, you will

receive a zero for plagiarism. That’s why there’s a need for commentary.

You have to say something that integrates your quotes into your body paragraphs.

Emphasize the trait that the quote illustrates and point your reader back to the thesis.

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CDC2

Commentary If you give __________ in your paper, it is vague. If you __________ give quotes in your paper, you

will receive a zero for __________ . That’s why there’s a need for commentary.

You have to __________ that integrates your quotes into your body paragraphs.

Emphasize the __________ that the quote illustrates and point your reader back to the __________.

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Sample ParagraphSample body paragraph with commentary:The first way that Odysseus is an epic hero is that he’s glorified by others in the epic. Even though his men are tired, they exclaim, “’Are you flesh and blood, Odysseus, to endure/More than a man can? Do you never tire?/…iron is what you’re made of” (162-164). They can’t believe that an ordinary man could be at sea and homesick for so long and still fight his base urges of hunger and sickness. Thus, they elevate him almost to the level of a god.* As a glorified protagonist, Odysseus personifies the epic hero he’s called to be. *Repeat DC as needed.

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CDC2

Conclusion sentence Not to be confused with the conclusion

paragraph Write a “clincher”/concluding sentence that

links all the evidence with the topic sentence. Your concluding sentence should NOT

introduce the next topic be a direct quote begin with “In conclusion”

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CDC2

Conclusion sentence Not to be confused with the conclusion

__________ Write a “clincher”/concluding sentence that

__________ all the evidence with the topic sentence.

Your concluding sentence should __________ introduce the next __________ be a direct __________ begin with __________

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Sample ParagraphSample body paragraph with conclusion sentence:The first way that Odysseus is an epic hero is that he’s glorified by others in the epic. Even though his men are tired, they exclaim, “’Are you flesh and blood, Odysseus, to endure/More than a man can? Do you never tire?/…iron is what you’re made of” (162-164). They can’t believe that an ordinary man could be at sea and homesick for so long and still fight his base urges of hunger and sickness. Thus, they elevate him almost to the level of a god.* As a glorified protagonist, Odysseus fulfills the role of the epic hero he’s called to be. *Repeat DC as needed.

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Day 4 Introduction Conclusion

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Parts of an Introduction Hook Background/Summary/Connecting Sentences Thesis

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Parts of an Introduction H__________ B__________/Summary/Connecting Sentences T__________

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HookUse DRAPES to give you six options for how to hook a reader:

Dialogue Rhetorical Question Analogy Personal Experience Example Statistic

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HookUse DRAPES to give you six options for how to hook a reader: D__________ R__________ A__________ P__________ E__________ S__________

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DRAPES D stands for dialogue. Hook the reader with a piece of interesting

conversation. Example: “I can’t believe you!” Sally yelled as

she slammed the door on her mom. Make sure the conversation flows into your

next sentences and into your thesis.

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DRAPES D stands for __________. Hook the reader with a piece of interesting

__________. Example: “I can’t believe you!” Sally yelled as

she slammed the door on her mom. Make sure the conversation flows into your

next sentences and into your thesis.

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DRAPES R stands for rhetorical question. Hook the reader with a thinking question that

is not meant to be answered. Example: What would the world be like if…?

How might a person be affected if…? NON-examples: Do you have a cat? What is

the capital of New York? Make sure the question flows into your next

sentences and into your thesis.

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DRAPES R stands for __________ question. Hook the reader with a __________ question

that is not meant to be __________. Example: What would the world be like if…?

How might a person be affected if…? NON-examples: Do you have a cat? What is

the capital of New York? Make sure the question flows into your next

sentences and into your thesis.

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DRAPES A stands for analogy. Hook the reader with a comparison. Example: Global warming is to the earth like a

sweater is to a person on a summer day. Make sure the analogy flows into your next

sentences and into your thesis.

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DRAPES A stands for __________. Hook the reader with a __________. Example: Global warming is to the earth like a

sweater is to a person on a summer day. Make sure the analogy flows into your next

sentences and into your thesis.

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DRAPES P stands for personal experience. Hook the reader with an example of something you

have witnessed or heard of. Caution! Even though the experience is personal, it

should be “translated” into third person (no I or you).

Example: My personal example: I have seen homeless cats

roaming around parking lots. Using it as a hook: Many stray animals are in need of

homes today. Make sure the experience flows into your next

sentences and into your thesis.

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DRAPES P stands for _____________________. Hook the reader with an example of something you

have witnessed or heard of. Caution! Even though the experience is personal, it

should be “translated” into __________(no I or you). Example:

My personal example: I have seen homeless cats roaming around parking lots.

Using it as a hook: Many stray animals are in need of homes today.

Make sure the experience flows into your next sentences and into your thesis.

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DRAPES E stands for example. Hook the reader with any example. That’s it. This is the most generic and flexible

type of hook. Make sure the example flows into your next

sentences and into your thesis.

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DRAPES E stands for __________. Hook the reader with any example. That’s it. This is the most generic and

__________ type of hook. Make sure the example flows into your next

sentences and into your thesis.

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DRAPES S stands for statistic. Hook the reader with any statistic, either real or

made-up. Caution! A made-up statistic should still be

believable. Caution! If the statistic is from research, make sure to

give a source on your Works Cited page. Example: Four out of five people in the world still do

not have access to regular dental hygiene. Non-example: Ninety-nine percent of people will vote

for the Green Party in the next election. Make sure the statistic flows into your next sentences

and into your thesis.

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DRAPES S stands for __________. Hook the reader with any statistic, either real or

__________. Caution! A made-up statistic should still be

__________. Caution! If the statistic is from research, make sure to

give a source on your __________page. Example: Four out of five people in the world still do

not have access to regular dental hygiene. Non-example: Ninety-nine percent of people will vote

for the Green Party in the next election. Make sure the statistic flows into your next sentences

and into your thesis.

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Background Sentences Could be summary Help the hook to flow to the thesis

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Sample Introduction“You die in blood!” (Homer 870) shouts the angry hero Odysseus upon returning to find that suitors have overrun his home. He has been gone for twenty years and suffered conditions that would have broken the spirits of most ordinary men. However, Odysseus is no ordinary man. In Homer’s Odyssey, Odysseus proves that he is an epic hero through being glorified, on a quest, ethical, and strong.

HookBackground sentencesThesis

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Day 5 Formatting Peer editing

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Formatting Tips Font: Times New Roman OR Calibri, Size 12 One-inch margins Page Number

Insert Page Number Top of page Option 3 Type your last name. Hit the space bar once. Change font to match the rest of the paper.

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Formatting Tips MLA Heading

Click out of the header. In left margin of FIRST PAGE ONLY, type

Your name Teacher’s name Class name Date: 5 November 2012

Title Non-example: Odyssey Essay Base title on thesis Centered Formatted just like the rest of the paper (no bold,

italic, etc.)

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Formatting Tips Spacing

Double space throughout Use the up/down arrow button to delete extra

spaces Literary Present Tense

All verbs present tense Literature still happening the same way when we

open the book