The Essay Definition: noun a. short literary composition “testing” an opinion on a single subject b. a testing or trial of the value or nature of a thing verb a. to subject to a test

The Essay  All essays should have at least four paragraphs: introduction, two body paragraphs, and a conclusion

An essay is like a:

At the center of every essay is…  The seed of an essay is a thesis assertion.  All delicious writing must have a core that the ideas grow from. the seed.

Thesis Assertion = subject + point of view Points to remember: 1. opinion: someone in the world should disagree with you 2. assertion: take a stand, own your ideas 3. narrow—not broad 4. specific—not general

Thesis Assertion is: More Attributes of a Thesis Assertion  Again, it is argumentative or controversial.  It is the controlling force for rest of paper. All other paragraphs/sentences relate back to and support this idea.  It is NOT a fact or a question or an announcement. This means it is usually your opinion, analysis, or interpretation of the facts. The main idea or point of your paper. Usually the last sentence of your introductory paragraph.

Thesis Practice  Read through the rough draft of the “Bring Back Chivalry!” essay. Identify the thesis. What are the strengths/weaknesses.

The fruit or meat of the essay are the:  Topic Sentences  Concrete Details  Commentary  Concluding Sentences All of which comprise the body paragraphs

Body Paragraph: What is it?  A middle paragraph in an essay  Develops a point you want to make supporting your thesis assertion

Body Paragraph Format The first four sentences creates a CHUNK. It is the smallest unified group of thoughts that you can write  Sentence 1 TSTopic sentence  Sentence 2 CD Concrete detail - FACT  Sentence 3 CMCommentary supporting fact  Sentence 4 CMOpinion why 2+3 supports TS  Sentence 5 CDConcrete detail - FACT  Sentence 6 CM Commentary supporting sentence 5  Sentence 7 CMOpinion why supports TS  Sentence 8 CSConcluding sentence

Topic Sentences  The first sentence in a body paragraph  Must have a subject and opinion (commentary)  Focuses on main idea of paragraph  Provides direction for the paragraph

Topic Sentence Practice  Highlight the topic sentences in the “final” draft.  What are the strengths/weaknesses?

Concrete Details (CD)  Specific details that form the backbone or core of your body paragraphs.  Quotations from Text  Facts  Statistics

Concrete Detail Practice  Find the concrete details in the “final” draft.  What are the strengths/weaknesses?

Commentary (CM)  Writing commentary means giving your analysis, interpretation, or reflection about the concrete detail.  BUT--- Your comment MUST tell the reader why, or how, the evidence that you presented as a concrete detail supports your topic sentence and thesis assertion.

Commentary Practice  Note the commentary in the “rough” draft.  What are the strengths/weaknesses?  Now look at the “final.” What are it’s strengths/weaknesses in comparison?  What could still be stronger?

The following paragraph has commentary in the first and last lines but not in the middle. The commentary is underlined. Saturday morning cartoons are often criticized by public officials because of their violence and themes. For example, critics describe coyotes jumping off cliffs, dogs and cats blackening each other’s eyes, and Martians planning to destroy the Earth. In addition, these same animals try to capture birds, carrots, or territory. Furthermore, when the fights are over, these same animals get food, toys, or candy as a reward for their behavior. Children’s programming needs to be changed to avoid the messages that do nothing but harm those who watch them every week.

The below paragraph is a rewritten version. It has commentary inserted after each sentence of concrete detail. The commentary is underlined. Saturday morning cartoons are often criticized by public officials because of their violence and themes. For example, critics describe coyotes jumping off cliffs, dogs and cats blackening each other’s eyes, and Martians planning to destroy the Earth. This violence may be realistic, but there is no accompanying realistic blood, pain, or mutilation. These scenes emphasize destruction and winning through physical harm to others. In addition, these same animals try to capture birds, carrots, or territory. The theme of these actions—greed and selfishness—is not appropriate for young children. The wrong values are encouraged, and children do not see any examples of peaceful resolution to problems. Furthermore, when the fights are over, these same animals get food, toys, or candy as a reward for their behavior. The idea that showing greed or inflicting pain is rewarded in any way, large or small, is subtly distasteful on television, they have no reason not to try it themselves. Children’s programming needs to be changed to avoid the messages that do nothing but harm those who watch them every week.

The following paragraph has commentary in the first and last lines but not in the middle. The commentary is underlined. In Animal Farm, Clover represents a caring and motherly figure to the other animals. For example, she talks to Mollie the horse, when others will not. In addition, Clover warns Boxer to slow down and nurses him when he collapses. Furthermore, she sees the changes in the Seven Commandments and in the pigs at the end. Clover works hard to help the other animals, regardless of what the negative consequences may be.

The following paragraph has commentary in the first and last lines but not in the middle. The commentary is underlined. In Animal Farm, Clover represents a caring and motherly figure to the other animals. She talks to Mollie the horse, when others will not. She cares about keeping the animals together. She isn’t mean to Mollie but wants her to understand how her decision to leave may affect the farm. In addition, Clover warns Boxer to slow down and nurses him when he collapses. In her concern for him, she models the kind of behavior that the animals wanted from Mr. Jones but did not get. She sees the injustice of the system and understands the punishment of hard work. Furthermore, she notices the changes in the Seven Commandments and in the pigs’ behavior at the end. The knowledge that something is wrong leads her to speak out. Her commitment to Animal Farm is most important in her mind, and she wants to put her beliefs into action. Clover works hard to help the other animals, regardless of what might happen to her.

Concluding Sentence (CS)  Summarizes the importance of the information in the paragraph or helps transition into the new paragraph  to continue an idea: Additionally, again, also, besides, equally important, further, furthermore, in addition, finally.  to show cause and effect: As a result, consequently, for this reason, moreover, therefore, thus, so  If you are doing an analysis: This piece (part, event, situation), this relates to, with out this part.  To emphasize a point: Again, as a matter of fact, as a result, indeed, in fact  To make a transition: As a result, for these reasons, therefore, as a consequence, as a result.

Hook, Introduction and Conclusion  These are the delicate, pretty, multicolored wrapping (skin) of the essay.  The prettier, more sensitively and colorfully written the skin, is the more we want to dig into the delicious peach of your essay. See the Frame Up Lecture in the Public Folder for more!