Writing Essays at Level 3 A step by step approach

What do we need to do? Copy : The Achievement Standard 91472 asks you to: Respond critically to specified aspects of studied written text(s), with supporting evidence. This means: Create a central argument to respond to the question Integrate a range of relevant points Support your ideas with accurate and relevant evidence from the texts Put your answer in the form of a well-structured, formal essay.

What will the questions look like? The questions will include: A statement (the sentence in quotation marks) The question "To what extent do you agree with this statement?" The command "Respond to this question with close reference to one or more text(s) you have studied.“ “Literature offers us insight into the darkest parts of humanity.” To what extent do you agree with this statement? Respond to this question with close reference to one or more text(s) you have studied.

What does this mean? The statement This will look like an opinion or a point of view. Some statements will make more sense, or be more relevant, than others. The question "To what extent do you agree with this statement?“ This is asking whether you agree or disagree with the statement. You can chose to either agree, disagree, or explore both sides of the argument. The command "Respond to this question with close reference to one or more text(s) you have studied.“ This means that your essay must include plenty of relevant evidence (quotes) from the text.

Task 1: Read the statement and check your understanding. Copy and complete: Decide what the statement is about. What are the key words from the statement and your interpretation of those key words Write down what you think the KEY WORDS are in this statement. Write down your interpretation of those words “Literature offers us insight into the darkest parts of humanity.”

Identifying the key words Copy and complete: “Literature offers us insight into the darkest parts of humanity.” Literature = the texts you have studied Insight = helps us to see something in more detail, to understand something better Darkest parts of = the parts of ourselves that we are not proud of or that we keep hidden – our insecurities, our secret desires, hopes or fears etc Humanity = individuals, people, mankind, society, a particular cultural group Is this what you came up with? What other interpretations did the class have?

Task 2: Do you agree or disagree with this statement? Copy and complete: What is your position or point of view? Do you agree or disagree with the statement? A lot, or a little? Can you see both sides of the argument? Write down whether you agree or disagree with this statement. Think about texts you have read that show “the darkest parts” of people, or, the “best parts” of people.

Task 3: Decide what your OVERALL answer is going to be - your BIG IDEA. Copy and complete: What will be your central argument? This will be your agreement or disagreement with the statement. This will be the glue that will hold your essay together – it is YOUR POINT OF VIEW. Write it as a SENTENCE: Let’s imagine that we agree with the statement Here is my point of view as a sentence: “It is true that literature offers us insight into the darkest parts of humanity.” Write down another sentence that either agrees or disagrees with the statement. Share it with the class. How many different ways were there of expressing our point of view?

Task 4: Relate this statement to your studied text = PLAN Copy : How will you support your BIG IDEA with evidence. What 3-4 key points will support your argument? (One per paragraph) What specific evidence will you use to support these ideas? This is where you PLAN what will be in your essay.

Task 4: PLAN Copy and complete: Let’s imagine my text is “Little Red Riding Hood” If my BIG IDEA is “It is true that literature offers us insight into the darkest parts of humanity”, my 3-4 points might be: Red Riding Hood does not heed the warnings of her Mother - typical young person who thinks she knows best. She is over-confident, self assured etc The Wolf – greedy, blood thirsty, a trickster and a liar The Wood Cutter – quick to jump to conclusions, chops first, asks questions later… You get the idea!

Now try with your text(s) - 1 Copy and complete: Write down the question and, using the text(s) you have studied in class, complete the following tasks in your book: Task 1 – check your understanding Task 2 – do you agree, disagree, or see both sides? Task 3 – Write down your BIG IDEA as a statement

Now try with your text(s) - 2 Copy and complete: Task 4 – Plan 3-4 key points to support your point of view, using evidence from your text(s) My Point Evidence from the text How this relates to the statement 1 2 3

Task 5: Write your essay The essay needs: An introduction, stating: Your BIG IDEA Your text(s) (title and author) The key points you will make Several body paragraphs, each building on the ideas of the previous one A stunning conclusion

The Introduction should have: The “Big Idea” statement (whether you agree or disagree with the statement) A “Linking” statement – link your BIG IDEA to your studied texts (title and author/director/poet, context) A “Summary” statement that shows where you will go in the course of your essay.

The Introduction 1 – Big Idea statement Here’s an example: It is true that literature offers us an insight into the darkest parts of human nature – the greed, selfishness and desire for power that lies within all of us.

The Introduction 2 – Linking statement This can be seen in the novel ‘The Great Gatsby’ by F. Scott Fitzgerald, written in the 1920s. The novel explores the dark underbelly of the American Dream during the 1920s, and the greed and selfishness that supported it.

The Introduction 3 - Summary statement A study of the characters of Tom Buchanan, Myrtle Wilson and Gatsby himself give the reader an insight into the darkest parts of humanity. Each character in his or her own way is attempting to ‘make their way in the world’ and live the American Dream, but in doing so, they reveal their greed and desires.

The Introduction – all together now… It is true that literature offers us an insight into the darkest parts of human nature – the greed, selfishness and desire for power that lies within all of us. This can be seen in the novel ‘The Great Gatsby’ by F. Scott Fitzgerald, written in the 1920s. The novel explores the dark underbelly of the American Dream during the 1920s, and the greed and selfishness that supported it. A study of the characters of Tom Buchanan, Myrtle Wilson and Gatsby himself give the reader an insight into the darkest parts of humanity. Each character in his or her own way is attempting to ‘make their way in the world’ and live the American Dream, but in doing so, they reveal their own dark secrets.

The Introduction – Your Turn! Using your plan from Task 4, have a go at writing an introduction for your essay: Sentence 1 – BIG IDEA Sentence 2 – Linking sentences Sentence 3 – Summary statement

Each body paragraph should contain: T = An opening statement to introduce the point you are going to be making (and its link to the question). E = Further discussion of your point. X = Specific evidence from your text. T = Name the language technique being used E = An analysis of this evidence. Why the writer has used words in this way – what is the effect? R = Sentences that show your critical response to this text. What did you learn from studying this text (linked to the question)?

Body paragraph 1 – opening statements T = An opening statement to introduce the point you are going to be making (and its link to the question). E = Further discussion of your point. The character of Tom Buchanan, a young man born into money and privilege, embodies the dark underbelly of the pursuit of the American Dream in 1920s America. He has never had to work for his money, but seems contemptuous of those who do – looking down on them as being of less value than himself, even though, like George Wilson and his servants, they work in order to make Tom’s life easier.

Body paragraph 2 - Specific evidence from your text(s). X = Specific evidence from your text. T,E = An analysis of this evidence. Why the writer has used words in this way – what is the effect? Tom’s character is described as ‘born of the deep racial superiority of the South West, which he carried as a badge of honour to New York.” Fitzgerald’s use of metaphor illustrates Tom’s sense of pride in his racial superiority. It is worn as a “badge of honour,” something that he carries proudly, as a man returned from battle might wear his war medals.

Body paragraph 3 – Summing up sentences R = Sentences that show your critical response to this text. What did you learn from studying this text (linked to the question)? Tom, although he is a product of the 1920s in America, when racism was commonplace, also exposes the deepset racism that humans can be subject to. The white “humanity” of New York was one that endorsed widespread racism, saw “Negroes” only as workers or jazz players, and allowed middle class men to be open and confident in their hatred of African Americans. Fitzgerald suggests that the “American Dream” of the 1920s was an exclusive club for those who were white and wealthy.

Body paragraph - All together now The character of Tom Buchanan, a young man born into money and privilege, embodies the dark underbelly of the pursuit of the American Dream in 1920s America. He has never had to work for his money, but seems contemptuous of those who do – looking down on them as being of less value than himself, even though, like George Wilson and his servants, they work in order to make Tom’s life easier. Tom’s character is described as ‘born of the deep racial superiority of the South West, which he carried as a badge of honour to New York.” Fitzgerald’s use of metaphor illustrates Tom’s sense of pride in his racial superiority. It is worn as a “badge of honour,” something that he carries proudly, as a man returned from battle might wear his war medals. Tom, although he is a product of the 1920s in America, when racism was commonplace, also exposes the deepset racism that humans can be subject to. The white “humanity” of New York was one that endorsed widespread racism, saw “Negroes” only as workers or jazz players, and allowed middle class men to be open and confident in their hatred of African Americans. Fitzgerald suggests that the “American Dream” of the 1920s was an exclusive club for those who were white and wealthy.

Body paragraph - Your turn: Using your plan, write your own first body paragraph: T = An opening statement to introduce the point you are going to be making (and its link to the question). E = Further discussion of your point. X = Specific evidence from your text. T = Name the language technique being used E = An analysis of this evidence. Why the writer has used words in this way – what is the effect? R = Sentences that show your critical response to this text. What did you learn from studying this text (linked to the question)?

Body paragraphs 2, 3, 4 - Your turn: Using your plan, write your own next body paragraphs: Think about how you will move your argument (your BIG IDEA) forward How will you use evidence from the text to support your agreement or disagreement?

Body paragraphs 2, 3, 4 - Your turn: Try to build on your arguments from previous paragraphs, using connectives: Similarly / Furthermore / Moreover / Alternatively, On the other hand / This leads to the suggestion that One could argue that / Taking an alternative view / Looking at the issue another way, and so on

Body paragraphs 2, 3, 4 - Your turn: And remember the structure: T = An opening statement to introduce the point you are going to be making (and its link to the question). E = Further discussion of your point. X = Specific evidence from your text. T = Name the language technique being used E = An analysis of this evidence. Why the writer has used words in this way – what is the effect? R = Sentences that show your critical response to this text. What did you learn from studying this text (linked to the question)?