Writing an Essay

What’s the Point? An essay is a series of closely related

ideas that develop and support the writer’s point about a topic.

Four Parts of an Essay Title

Introduction

Body Paragraphs

Conclusion

Traits of an Effective Essay Narrow Topic Supports a main idea with relevant

details Uses Logical Order Uses Effective Expression

Gathering Details

Major and Minor Details

Balance Details

Credible Sources

Get Organized

Thesis Statement Should include:

Topic Opinion Pattern of organization

A near-death experience dramatically changes a person.

Voter turnout remains dismal for several reasons.

Thesis cont. . . Always state your thesis as a complete sentence.

Use specific statements. Replace general words with vivid, exact words. Football is a dumb game. Football glorifies violence.

Thesis cont. . . Don’t announce your topic. “I’m going to write about football and violence. .” “My essay is about violence in football. .”

In this class, your thesis statement should be the last sentence of the introduction paragraph.

Get Organized Chronological: to tell a story, to explain a

process (first, next, finally, yesterday) Spatial: to describe a place or object (above,

across, beside, between) Logical: to explain or classify (by defining,

diving a subject into parts, or comparing and contrasting) (likewise, although, however, similarly)

Order of Importance: to persuade (most, another, furthermore, more importantly)

Use Transitions (Handout)

Effective Introductions Introduces topic Explains importance of essay and/or

gives necessary background Hooks the reader’s interest Presents the essay’s main idea in a

thesis statement

Types of Effective Introductions An interesting illustration or anecdote A surprising fact or statement A direct quotation A definition A contradiction or opposing view A vivid description A general or historical background

Effective Conclusions Brings the essay to an end Re-emphasizes the essay’s main idea Summarizes the essay’s main points

Types of Effective Conclusions

Question Quotation Call to action Suggestion Warning about consequences Vivid image Summary

Effective Titles Hooks the reader’s interest Vividly describes the topic of the essay

Types of Titles Question: states the main point as a

question Descriptive: uses key words to form the

thesis statement Recommendation: calls for action General-Specific: states the general topic,

followed by a controlling point Pattern of Organization: uses the words

that establish the essay’s central pattern

Connecting Paragraphs Echo or repeat important words or

phrases from the thesis statement in the body paragraph. Thesis: We can ease the pain that occurs

from illness or injury in many ways. Topic Sent.: Pain can be eased by deep

breathing. Topic Sent.: Visualization and imagery

ease pain.

Connecting Paragraphs Refer to main idea of the previous

paragraph in the topic sentence of the present paragraph.

Tie the last idea in one paragraph to the opening of the next paragraph.

Connecting Paragraphs Use transitional words, phrases, or

sentences Thesis: Sleep disorders can deprive

sufferers of much needed rest and complicate their lives.

Topic Sent.: One type of sleep disorder is known as night terrors.

Revising 1. Cut Clutter

Due to the fact that because In the event that if At this point in time now Utilize to the maximum fully use

Revising 2. Avoid redundancy

Refer back Repeat again Free complimentary dinner End result Basic fundamentals

Revising 3. Limit Qualifiers

Particularly, little, very, rather, pretty

4. Cut “It is” and “there are” when possible There are two cats sleeping in the back

underneath the window. It is E.B. White who wrote the book on

style.

Revising 5. Use your natural vocabulary

Pumped up: Contemporary cinematic theorizers privilege European auteurs.

Lean: Today’s film critics prefer European directors.

6. Use concrete nouns Instead of write A lot of good food feast A really tall building skyscraper

Revising 7. Use strong verbs

Weak- Cockroaches were all over the cafeteria.

Strong- Cockroaches infested the cafeteria.

Weak- He looked at me very angrily. Strong- He glowered at me.

Revising

Read your copy aloud.

Editing Do NOT rely on Word to find your

corrections. Read your copy aloud Ask your peers to help you edit Read your copy aloud Ask Questions Read your copy aloud

Peer editing For each assignment, it is possible that you

will have criteria to examine for one another that is specific to that assignment.

A standard sheet that may be used. Read Write Think

http://www.readwritethink.org/files/resources/printouts/Editing%20Checklist.pdfTime Savers for Teachershttp://www.timesaversforteachers.com/freeforms/peereditingform.pdf

Peer Editing Remember you are NOT helping one

another be successful unless you are being honest.

Please remember to use tact in your comments when peer editing.

Final Copy Use the OWL @ Purdue for MLA and/or

APA formatting and style