1. Effective Writing Structure Thesis, Assertions, Quotations, Introductions, and Conclusions from Laying the Foundation

2. Effective Thesis Statements Thesis sentences take a position of some type (opinion); they are never simply facts. Facts can provide the support and evidence that paragraphs require for healthy development, but they themselves can go nowhere alone. Effective thesis statements automatically lead the reader to ask a question – usually “Why?” or “How?” questions. Fact or Opinion?  Sophocles wrote “Oedipus Rex,” an award-winning play.  “Oedipus Rex” is the strongest tragedy in the Oedipus trilogy.  Bless Me, Ultima presents a complicated look at the relationship between tradition and religion.  Bless Me, Ultima presents Tony’s experiences as he moves from childhood to adolescence.

3. Thesis Practice Write down a subject for this piece of writing. Take this sample subject we have selected write a thesis statement. Let’s share. Choose another subject and write a second thesis statement. Let’s share.

4. Practicing Thesis Statements Write a thesis statement about “Oedipus Rex” on a sheet of notebook paper. Turn to a student around you and read your statement. What question does the listener immediately and naturally ask? If the immediate response is not a question, it is likely that your thesis statement is a fact statement. Revise your thesis so that it leads your listener directly to a question.

5. Topic Sentences (Assertions) Good topic sentences depend on a good thesis sentence. They must operate together to guide readers to a clear understanding of an essay. Topic sentences should be the answers to the questions the reader asks in response to the thesis statement.  Thesis: Grandparents can offer their grandchildren two crucial lessons. (What lessons? Why are they crucial in the lives of the children?  Topic Idea A: For one thing, grandparents can teach the youngest family members to respect and value older people. (How do they do this? What are the activities and events that often facilitate this lesson? How will the grandparents know if they have successfully passed on this value?)  Topic Idea B: More importantly, grandparents can teach their grandchildren to play a role in the welfare and happiness of the whole family. (How do they do this? What are the conditions under which children can witness what “responsibility” looks like? Why is this important for the children and their parents and siblings?)

6. Assertions The content and syntax of the thesis can guide the syntax of its topic sentences:  The subject of the paper is the subject of the thesis. Then the topic sentences can echo that same subject, thereby helping to create cohesion or unity in the essay.  The verb tense of the thesis governs the verb tense of the topic sentences.  The transitional device(s) links the paragraphs together logically.  If the thesis sentence forces the reader to ask a key question or two, then the topic sentences will also force the reader to ask a key question or two. The “answer” will necessitate the examples and discussion and elaboration that will fill the rest of the paragraph.  The thesis will be simple or complex; thus, the topics will be simple or complex. Compound sentences (and thus compound-complex sentences) can trick students into actually covering two whole separate ideas in one essay; in other words, they might make what should be two essays into one.

7. Assertions The logical order of the topic sentences will provide readers critical help in following a discussion or argument. Infrequently, writers may have a series of two or three or more equal or parallel topics to develop; usually, however, they will carefully arrange their key ideas moving from:  what is first chronologically to what is last chronologically  what is more important to most important  what is simple to what is complex  what is early to later to latest  what is initial to further to ultimate  (and dozens and dozens of other transitional possibilities).

8. Practice Assertions Look at the thesis presented here and come up with a plan for organizing your topic sentences.  Oedipus’ desire for power destroys his people.  The varied settings in Bless Me, Ultima are a reflection of the characters in Tony’s family.

9. Using Quotations A good way to introduce a quote that is a piece of dialogue from a work of fiction or poetry (that is, where one or more of the characters is speaking) into a critical essay is to lead into the quote by informing the reader of the passage’s speaker and situation. For example, if a writer were examining Meg’s character in A Wrinkle in Time, he might illustrate one of Meg’s personal qualities by including the following quotation, folded into a sentence of the writer’s own devising.  Meg has a tendency to jump to conclusions and to assume the worst about anything that happens. When she realizes that her father has rescued her from “It,” the giant evil brain, but that he is powerless to retrieve her brother Charles Wallace from the planet of Camazotz, she lashes out at him in despair, complaining bitterly, “You don’t even know where we are!” She continues, “We’ll never see mother or the twins again! We don’t know where earth is! Or even where Camazotz is! We’re lost out in space!” (L’Engle 172). With this statement, Meg acknolwedges her beloved father’s imperfections and takes a step toward adulthood by realizing that in some situations, even parents are not all-powerful.

10. The writer is considerate of the reader by setting the quotation in its proper context and identifying its speaker. When two quotations are included, they are linked by a transitional phrase. The writer also COMMENTS on the quotation, analyzing it, revealing WHY it was included, and relating it to the overall topic of Meg’s character. The italicized parts of the paragraph illustrate both the introduction to the quotation and the commentary the writer made after it.

11. The writing strategy is this: Assertion: Meg has a tendency to jump to conclusions and to assume the worst about anything that happens. Introduction to the quotation: When she realizes that her father has rescued her from “It,” the giant evil brain, but that he is powerless to retrieve her brother Charles Wallace from the planet of Camazotz, she lashes out at him in despair, complaining bitterly, Quotation that proves or backs up the assertion: “You don’t even know where we are!” She continues, “We’ll never see mother or the twins again! We don’t know where earth is! Or even where Camazotz is! We’re lost out in space!” Documentation of the quotation: (L’Engle 172). Commentary on the quotation: With this statement, Meg acknolwedges her beloved father’s imperfections and takes a step toward adulthood by realizing that in some situations, even parents are not all-powerful.

12. Another example with the same pattern –  All the media hype about cloning has obscured the scientific reasons for the technique and sensationalized the topic rather than debated it logically. The noted cloning experts from Jones University, Clark and Burns, commented on the matter in their speech at Warren Medical Center last May. Their point of view was, “We don’t know what applications of this technology are possible until people calm down and examine the issue logically” (Jordan 45). Their balanced, rational statements have done much to tone down the emotional storm caused in their university by experimentation done with cell reproduction.

13. Useful verbs for writing this kind of introduction to a quotation include Advocates Believes Emphasizes Points out Observes that Reports Argues Claims Insists Proposes Comments Asserts Denies Notes Suggests Maintains that

14. Other Quote Tips 3 other aspects of using quotations are important to understand  Brackets  “emphasis added” italics  ellipses

15. Brackets If the writer of the piece wants to insert text not in the original quote, he can do so using brackets, which show that the speaker or writer of the quotation did not say or write the bracketed text. Sometimes this technique is useful if the verb tense of the quotation does not agree with that of the writing piece; sometimes it is useful when the writer wants to use only a fragment of the quotation and the meaning needs clarification. When Clark and Burns ask those concerned about the issue to “calm down and examine [the problem],” their diction serves as a moderating force in the angry debate about cloning.

16. “Emphasis added” Italics If the writer wanted to emphasize something inside the quote, he could use italics to do so, but must add the phrase “emphasis added” to clarify the fact that the italics were not in the original passage. When Clark and Burns ask those concerned about the issue to “calm down and examine” (emphasis added) the issues involved in cloning, their diction serves as a moderating force in the angry debate between proponents and opponents.

17. Ellipses If the writer wants to leave out part of the quotation, he will want to insert ellipses (…) to show that some text has been omitted. The noted cloning experts from Jones University, Clark and Burns, commented on the matter in their speech at Warren Medical Center last May. When asked how soon applications would be found for the new technology, they replied, “We won’t know … until people calm down and examine the issue logically.”

18. Practice with Quotations Using “Oedipus” or Bless Me, Ultima, write about an idea you have about one of the characters using the structure outlined below. Assertion Introduction to the quotation Quotation (in the same sentence as the introduction) Documentation of the source (in parentheses after the quote) Commentary on the quotation

19. Introductions and Conclusions Tricks that work well for the introduction also work well for the conclusion. To make appropriate choices for the beginning and ending of your work, you must have a thesis in mind, a sense of audience and purpose, and a sense of the tone you wish to set. Here are some options  Startling statement, fact, or statistic  Anecdote  Quotation related to the topic  In medias res – beginning “in the middle of” the action  Dialogue  Thoughts  Description of the topic without naming it  Rhetorical question

20. Introduction and Conclusion Practice Look at these introductions and conclusions from sports articles in the Austin American Statesmanon February 18, 2002. Analyze these introductions and conclusions and evaluate which ones are most effective. Predict what you think happens between the beginning and ending. Write your predictions on your paper.

21.  “In a horse race of a two-man bobsled final, it was Germany over Switzerland for the gold and another Swiss team edging Team Texas, prolonging the American agony in this sport.” And “‘I’ve got four runs under my belt. I’ll be a little more prepared,’ Hays vowed.”  “As Russia’s Alena Vinitskaya literally nipped at her heels during mile 22 of the Motorola Marathon on Sunday, an annoyed Marian Sutton decided to make her move.” And “’I just wanted to get a time that would be good enough to qualify for the Commonwealth Games,’ said Sutton, who reached that goal. ‘Having the victory and the time was an added bonus.’”  “Nobody said it was supposed to be easy.” And “Gilbert was only one of four, and scored eight points.”  “No last-minute collapse. Not even a home loss.” And “’I just feel better for my coach because Coach wanted this win more than we did.’”  “Behind the sunglasses that reflected the brilliant night lights in the Utah Olympic Oval, Chris Witty was shedding tears that seemed to cleanse her of all the fatigue, the doubt and, for the moment, the illness that made her feel as if she had been dragging an anvil for weeks.” And “Rodriguez came into Sunday night’s competition without an outside shot to be a medalist.”  “As the strains of the Canadian anthem filled the arena Saturday night, tears glistened in Jamie Sale’s eyes, but her smile never wavered.” And “Obviously it’s been a tough few days but now we are happy to put some closure to it and we can go on and be happy,’ Pelletier siad.