Essay Writing Notes

Essay Writing Skills

Responding to Essay Topics

  • Address the topic directly, focusing on the given aspects.
  • Preparation involves brainstorming ideas and understanding textual support.

Command Terms

  • Examples include "DISCUSS", "DO YOU AGREE?", "TO WHAT EXTENT", and "HOW FAR?".

Topics with Quotes

  • Recognize the quote; unfamiliar quotes are unsuitable.
  • Orient quotes by identifying Who, What, When, and Why.
  • Quotes are vehicles for themes, issues, and ideas, and should connect to the proposition.

"How" Questions

  • Relate to the intentional construction of the text.
  • Consider literary devices like allusion, perspective, character, symbols/motifs, and imagery to communicate ideas.
  • Discuss relevant elements; avoid mere descriptions.

Knowledge of the Text

  • Evidence:
    • Quotes
    • Scene references
    • Structural features
  • Relevancy
  • Breadth

Unpacking Prompts

  1. Break down the essay topic, highlighting key ideas and defining terms.
  2. Formulate questions to address the topic, such as:
    • Where are these themes evident (plot)?
    • How is characterisation reflected in these themes?
    • Are there literary devices that prove/disprove key words?
    • What are the author's and society's views and values related to the key words?
  3. Identify explored themes.
  4. Determine your contention.
  5. Develop topic sentences.
  6. Select key scenes and provide quotes as evidence.
  7. Analyse stylistic features (imagery, symbolism, perspective, literary devices) and how the author reveals views and values.

Views and Values

  • Demonstrate knowledge of the author’s views and values for a high-level response.

Text Analysis

  • Begin with a thorough understanding of the text and its features.
  • Read the text multiple times.
  • Gain insights into text construction and contexts.

Text

  • Plot
  • Characters
  • Themes
  • Setting
  • Points of view
  • Other elements

Construction

  • Form and structure
  • Language choices
  • Literary structure
  • Narrative structure
  • Author's purpose and audience
  • Film and dramatic elements
  • Other elements

Contexts

  • Historical
  • Geographical
  • Cultural
  • Author's background
  • Views and values
  • Social
  • Other elements

Essay Structure

  • Introduction
  • Body Paragraph 1
  • Body Paragraph 2
  • Body Paragraph 3
  • Conclusion

Planning a Response

  • Ensure logical coherence among all elements.
  • Elements should support the thesis statement without contradiction.

Introductions

  • Background
  • Context
  • Unpacking of key terms
  • Signposting
  • Thesis

Introduction Elements

  • Unpack the topic.
  • Include hook, title, author/playwright/poet (appropriate term).
  • Mention genre, form, and social context.
  • Give an overview of arguments and your contention.

Body Paragraphs

  • Include three body paragraphs.
  • One paragraph may discuss two short stories.
  • Select stories providing strongest evidence to support your response.

Body Paragraph Development

  • Develop arguments progressively.
  • Use topic sentences to indicate each paragraph’s focus.
  • Follow AEIRC (Assertion, Evidence, Interpretation, Relevancy, Concluding statement) cycle; repeat IER for extension.

Paragraph Substance

  • Depthful discussion showing text complexity.
  • Substantiate ideas with evidence.
  • Expand on topic sentences; relating points to key words.
  • Ensure linking sentences connect relevantly.

Style

  • Clarity: ensure words make sense.
  • Precision: ensure word choices accurately reflect meaning.
  • Sophistication: enhance clear, precise paragraphs with varied vocabulary, if understood.

Topic Sentences/Assertions

  • Guide the reader through the argument.
  • Draw on the topic, using key terms or synonyms.
  • Put forward an argument/idea.
  • Relate ideas to overall contention.
  • Should be short, clear, and simple.

Body Paragraph Structure:

  • AEIRC (Assertion, Evidence, Interpretation, Relevancy, Concluding statement).
  • Repeating the IER (Interpretation, Evidence, Relevancy) cycle extends the answer.

Consequences of Loss/Injury

  • Improved relationships are an unexpected consequence, evident in stories like "Like a House on Fire" and "Tender".
  • Characters reflect on lives due to physical ailments.

New Insights and Growth

  • Another unexpected consequence is the promotion of insight and growth, seen in stories like "Five-dollar Family" and "Ashes".

Family Relationships

  • Humans seek close family relationships, but nurturing them is difficult due to limited communication and compromised self-worth (e.g., 'Ashes').

Unfulfilled Dreams

  • Longing pervades protagonists' lives; connection is essential.
  • Tensions dissipate through physical and emotional connection, evident in ‘Flexion’ and ‘Like a House on Fire’.

Emotional Repression

  • Close, loving bonds are desired, but difficult due to emotional repression (e.g., 'Flexion').

Conclusions

  • Conclusions do the opposite to introductions.
  • Signal how you intend to close off your argument.
  • Consider why the author the did it.
  • Acknowledge Kennedy’s message and reiterate your supporting arguments.
  • Offer a brief summary of your main argument; use varied language.
  • Stand back from the topic and offer statements about the big picture of the collection of short stories and Kennedy’s message in writing the text. For example, make some observations regarding the importance of communication

Topic Sentences Skill Reminders

  • Topic sentences must be interpretive and based on ideas rather than characters.
  • Connect to themes and ideas even in character-based essays.
  • Use Kennedy’s name.

Definitions of a Topic Sentence

  • The function of the topic sentence that stems from the essay topic. It is designed to be thought-provoking

Use of Analytical Verbs

  • To write about textual features and implied meaning

Close Analysis

  • Occurs where you shift your attention from what the author is saying to How the author is saying it.
  • When you read closely, you are examining the author at work.