ESSAY & ITS PARTS

1. ESSAY & ITS PARTS

2. TITLE How to Write a Good Title • Attracts reader’s attention • Announces the tone of the essay • Suggests content • Is not underlined • Is capitalized according to MLA guidelines

3. INTRODUCTION

4. HOOK or a LEAD-IN Hook serves as attention grabber. How to Write a Good Lead-in: • A paradoxical or intriguing statement • An arresting statistic or shocking statement • A question • A quotation or literary allusion • A relevant story, joke, or anecdote • A description, often used for emotional appeal • A factual statement or summary who-what-where-when-why lead-in • An analogy or comparison • A contrast • A personal experience • A catalogue of relevant examples • A statement of a problem or a popular misconception

5. AVOIDING ERRORS IN LEAD-INS • Make sure your lead-in introduces your thesis • Keep lead-in brief • Don’t begin with an apology or complaint • Don’t assume your audience already knows your subject matter • Stay clear of overused lead-ins

6. Purposes of Introduction Introduction has two primary purposes: • It establishes a frame of reference for the reader • It informs the reader of the paper’s general topic It also provides necessary background information to direct it towards the thesis and the entire paper It may also start with a brief summary of the text and the main idea/argument of the author if you’re writing in response to a text It may present both sides of the argument

7. THESIS The Thesis Statement (thesis) declares the main point or controlling idea of your entire essay. It is mostly frequently located at the end of the introduction – the last sentence of the first paragraph. It announces the topic and expresses the writer’s opinion Thesis answers the following questions: • What is the subject of the essay? • What is the writer’s opinion on the subject? • What is the writer’s purpose in this essay? – (To explain something? To argue a position? To move people to action? To entertain?)

8. GUIDELINES FOR A GOOD THESIS • It clearly defines the writer’s opinion • It asserts one main idea • It has something worthwhile to say • It is limited to fit the assignment • It is clearly stated in specific terms • It is easily recognized as the main idea

9. EFFECTIVE THESIS An effective thesis is a generalization; it is not a fact. Facts, by definition, have already been proven, so a factual thesis statement requires no proof—which renders the body of the paper superfluous (a paper with a fact for a thesis is a very short paper indeed). Generalizations, on the other hand, require support, thus providing a purpose for the paper's body. • Too Factual: The first polygraph was developed by Dr. John A. Larson in 1921. • Revised: Because the polygraph has not been proved reliable, even under the most controlled conditions, its use by private employers should be banned.

10. THESIS (Continued) An effective thesis is limited; it is not too broad. Breadth is largely a function of scope.  In other words, while the sample thesis below might function perfectly well for a 500-page paper, but it requires too much proof for a short paper.  Avoid sweeping modifiers like all, always, never, everyone, best, worst, and most. • Too Broad: Many drugs are now being used successfully to treat mental illnesses. • Revised: Despite its risks and side effects, lithium is an effective treatment for depression.

11. THESIS (Continued) • An effective thesis is sharply focused; it is not too vague. A thesis statement is no place for words whose connotations vary wildly.  My definition of disgusting, for instance, might vary widely from my readers'.  Prefer the concrete, the specific. • Too Vague: Many songs played on station WXQP are disgusting. • Revised: Of the songs played on station WXQP, all too many depict sex crudely, sanction the beating or rape of women, or foster gang violence.

12. ESSAY’S BODY PARAGRAPHS Essay body has three or more paragraphs where each paragraph supports the paper’s thesis. Each paragraph has the following parts: • Topic sentence • Support • Concluding or transitional sentence

13. TOPIC SENTENCE • It supports the thesis by clearly stating a main point in the discussion. • It announces what the paragraph will be about. • It controls the subject matter of the paragraph. The entire discussion – the examples, details, and explanations – in a particular paragraph must directly relate to and support the topic sentence. • A body paragraph is a kind of mini-essay in itself where a topic sentence is a smaller thesis and asserts one main idea on a limited subject that the writer explains or argues in the rest of the paragraph.

14. TOPIC SENTENCE (Continued) • The topic sentence should be stated in as specific language as possible. • It should be focused on the controlling idea of the paragraph and support the thesis statement of the whole essay. • It most frequently occurs as the first sentence in the body paragraph or it can also appear as the second sentence (when the first sentence provides an introductory statement or some kind of “hook” to the preceding paragraph. • It can also appear at the end of the paragraph that first presents particular details and then concludes with its central point.

15. Paragraph Development • It should include enough supporting information, specific examples or evidence to make the reader understand the topic sentence. • The information should be clear and specific for the reader to accept the writer’s idea. • Offering reasons is NOT enough to support the topic sentence; there should be specific examples or details to support the writer’s claim.

16. Paragraph Development (Cont.) • Evidence may come from many sources: personal experiences, memories, observations, hypothetical examples, reasoned arguments, facts, statistics, testimony from authorities, many kinds of studies and research. • The information in the paragraph must effectively explain or support the topic sentence. Remember: vague generalities or repetitious ideas are not convincing.

17. PARAGRAPH UNITY • Every sentence in a body paragraph should relate directly to the main idea presented by the topic sentence. • A paragraph must stick to its announced subject; it must NOT drift into another discussion. • Every sentence should support the main idea of the paragraph.

18. Paragraph Coherence • A natural or easily recognized order. • Transitional words or phrases. • Repetition of key words. • Substitution of pronouns for key nouns. • Parallelism.

19. SUPPORT Support includes examples, facts, and expert opinions used as evidence to substantiate thesis or claims. Support should be • Relevant: evidence which clearly relates to the thesis/claim • Reliable: evidence drawn from authoritative sources • Sufficient: evidence that is ample to establish the validity or reasonableness of a claim

20. CONCLUSION

21. CONCLUSION (Continued) A conclusion should strive to answer questions readers logically raise--"Why are you telling me this? Why do you think I need to understand your main point?"

22. CONCLUSION (Continued) In an effort to go beyond summary, it might be helpful to think of your conclusion as something that might . . . • place the paper in a larger context • serve as a call for action • set forth a warning or hypothesis • intentionally complicate the issues you have already introduced • raise a question or questions • introduce a relevant quote • tell an appropriate anecdote

23. CONCLUSION (Continued) What to avoid? • Do not use such phrases as: “In conclusion,” “conclusion,” etc. • Do not limit it by just summarizing and restating the same ideas as you did in your introduction • Avoid phrases like “I wanted to demonstrate” and similar – just say it – what did you actually want your essay to do? Why did you write your paper? What is its purpose?