User:Jibran Mir
From Wikipedia, the free encyclopedia
ESSAY WRITING 101
In the body of your essay, you may use paragraphs for any of these purposes
• To introduce one of the main points supporting your essays central idea (thesis) and to develop the point with examples, facts, or other supporting evidence.
• To shift approach to pro’s and cons, from problem to solution, from question to answers
• To mark movement in a sequence, such as one reason step to another
• Within a group of paragraphs centering on one main point, to introduce and develop a key example or other important evidence
In addition, you will sometimes use paragraphs for special purposes:
• To introduce or to conclude an essay
• Occasionally to give strong emphasis to an important point or mark a significant change in direction.
• In dialogue, to indicate that a new person is speaking
• Hamburger paragraph: Top sentence – Development. Supporting details, example and explanations – conclusion
Personal Note: Write thesis in the beginning, and then introduction.
Characteristics of a good paragraph
• Topic sentence, which includes the topic and the controlling idea
• Supporting idea’s (usually 3 – 6), which support the topic sentence
• Reasons, examples, names, numbers, consensus, etc… Which give details for and further explain the supporting idea.
• Concluding sentence which leaves the reader with something to think about and summarize the supporting ideas. It should relate the point of the paragraph back to the thesis
• Unity, which means that all the information of the paragraph is well-organized, logically ordered and easy to follow. This is accomplished by:
Repetition of key words and phrases (often from the topic sentence)
Parallel grammatical structure
Transition words and phrases
Checklist for revising paragraphs
• Is the paragraph unified? Does it adhere to one general idea that is stated in a topic sentence? Does the conclusion clinch the point of the paragraph?
• Is the paragraph coherent? Do the sentences follow a clear sequence? Are the sentences linked to one another?
• Is the paragraph developed? Is the general idea of the paragraph well supported with specific evidence such as details, facts, examples, and reason. Is the evidence ordered and organized effectively?
Unity
• Readers generally expect a paragraph to explore one idea. They will seek and appreciate paragraph unity. Clear identification and clear elaboration of one idea and of that idea only.
• In an essay, the thesis statement/sentence asserts the central controlling idea of the essay, to which all assertions and details relate similarity. A topic sentence is a brief statement of the subject of a paragraph, it means that all the sentences in the paragraph directly support the topic sentence.
Coherence
• A paragraph is coherent if readers can see how the paragraph holds together – how the sentences relate to each other – without having to stop and reread. Coherence is the trait that makes the paragraph easily understandable to a reader.
• Organization of a paragraph helps to achieve coherence. The common organizations for paragraphs correspond to those for entire essays
• Spatially: Organization in space. How people actually look at things, top to bottom, left to right, outside to inside, etc..
• Chronologically: In order of occurrence in time
• Emphasis: General – to – specific, specific – general, climactic – least to most important, most familiar, simplest to complex
Using a parallel structure/parallelism is another way to achieve coherence, the use of similar grammatical structure for similar elements of meaning within a sentence or among sentences.
Repeating or restating key words and word groups in an important means of achieving paragraph coherence and of reminding your readers what the topic is.
Pronouns such as: She, he, it, they, and who, refer to and function as nouns. Thus, pronouns help relate sentences to one another.
Transitional expressions can connect sentences and paragraphs whose relationship may not be instantly clear.
Some methods to make sure that your paragraph is well developed
• Use examples and illustrations
• Cite data (facts, statistics, evidence, details and others).
• Examine testimony (what other people say such as quotes and paraphrases)
• Use an anecdote or story
• Define terms in the paragraph
• Compare and contrast
• Evaluate causes and reasons
• Examine effects and consequences
• Analyze the topic
• Describe the topic
• Offer chronology of an event (time segments)
Methods of development/patterns of development for paragraphs and essays
Rhetorical Modes AKA modes of discourse describe the variety, the conventions & the purpose of the major kinds of writing; four of the most common rhetorical modes are exposition, argumentation, description and narration.
Exposition: Explain and analyze information by presenting an idea, relevant evidence, and appropriate discussion.
IE. How to recipes, news stories, instructions, textbooks
Argumentation proves the validity of an idea or point of view by presenting sound reasoning, discussion and argument that thoroughly convinces the reader.
Persuasive writing usually aims at arguing some form of action.
Critical review – Editorial - Letter to the editor - Job application letter (ex. Cover letter)
Narration: Tell a story or narrate an event or series of events
IE. Anecdote – Novels – Auto / biography – Short stories
Description: Recreate, invent or visually present a person, place, event, action (etc) So that the reader can picture that which is being describes IE. Poetry, Journals
Three main types of essays you will be writing include: The personal essay, the primary source essay, and the full research essay. Below shows the differences among them.
Personal
Resources: A writer might use only her or his personal knowledge and experience, however, the writer may also use outside sources to support his or her thesis.
Organization: (Intro) May or may not contain a thesis
• Introduces the topic • “hooks” the reader into the essay • May include anecdotes, quotes, questions
Body: Contains main arguments supported by details, facts, statistics, etc…
• May be ordered in a variety of ways: Definition, chronology, problem, solution, cause/effect, classification, introduction, deduction, process analysis Conclusion: May contain thesis
• May summarize points • May make a recommendation for action
Tone: May range from informal to formal
Primary Source
Resources: The writer uses only the primary source her or she is working from
• If a writer is working on a thesis about “Hamlet” he or she would use only that play for his or her research
Organization: Contains a thesis and reference to the main points that will be developed in the essay.
• Longer essays have longer introductions often including background information
Body: Contains main arguments supported by details, facts, statistics, etc…
• May be ordered in a variety of ways: Definition, chronology, problem, solution, cause/effect, classification, introduction, deduction, process analysis
Conclusion: Summarize ideas
• Explains why the information in the essay is important for the reader to know
Tone: Generally formal
• Written from the point of view of the writer without the use of “I” or “we”
• Could use very formal “one” but may sound stilted
Full Research
Resources: The writer uses a number of high-quality resources, both print and electronic
Organization: Contains a thesis and reference to the main points that will be developed in the essay
• Longer essays have longer introductions, often including background information
Body: Contains main arguments supported by details, facts, statistics, etc…
• May be ordered in a variety of ways: Definition, chronology, problem, solution, cause/effect, classification, introduction, deduction, process analysis
Conclusion: Summarize ideas
• Explains why the information in the essay is important for the reader to know
Tone: Generally formal
• Written from the point of view of the writer without the use of “I” or “we”
• Could use very formal “one” but may sound stilted
Methods of development
Development by deduction/induction
Deductive reasoning is based on a premise (an assumption that is considered true because it can be proven).
Major Premise: "All humans need water to survive"
Minor premise: "A teenager is a human"
Conclusion: Therefore, a teenager needs water to survive.
In inductive reasoning, facts or proofs are used to support a generalization. Major form of inductive reasoning follows this order.
Generalization: Brand X is a exceptional product.
Proofs: “Many studies have been conducted that show that the product does what it claims to do” “I have used other products that claim to do the same thing, but they have not performed as well” “A survey was conducted…”
Process Analyses
Some writing done in college and in the workplace demand an analysis to organize ideas, he or she works through the steps of a process, explaining how and why each step is carries out.
You might use process analysis in a report in which you analyze, for example, a group project that you have completed.
Instructional manuals, cookbooks, and many science textbooks use process analysis.
Development by definition
Developing an essay by definition is the process of explaining what is meant by a term, an idea, or an object. When developing a definition, start with a general statement, for example, “a hero performs an act that puts the welfare of others before himself”
Development by chronology
Chronology is the order in which series of events takes place. A personal essay may focus on a series of events leading up to an incident, such as a car accident that has been preceded by several near misses.
Caution
Using a chronological approach when writing about literature may lead to retelling the story, instead of examining the various literary aspects of the story.
Personal Note: When writing about Shakespear, don’t take the teacher through what’s already written in the book! For instance, the whole scene one. Summarize what happened, and what’s important.
Development by problem/solution
Many writers use problem/solution as a method of organizing. This type of organization is particularly effective when writing a persuasive essay about problems that may have a solution (Ex. Shortage of summer jobs for students, young children encountering inappropriate sites).
As with cause and effect - the problem is posed, its history or background is discussed, and a solution is proposed. Several solutions can be offered, but each should be accompanied by an explanation of its benefits and drawbacks.
When offering possible solutions, a writer must mention a solutions negative aspects, because readers will often have already considered what the writer is proposing and will know the strengths and weaknesses of the arguments beforehand. The writer loses credibility if he or she does not acknowledge these weaknesses. It is up to the writer, then, to prove that the strengths far outnumber the drawbacks.
Development by cause and effect
Discussions of cause and effect are concerned with the reasons why something happens. Questions to ask about cause and effect include:
- What has caused? How does it fit into the larger scheme of things? Where has it come from? What would happen if it didn’t exist? What will happen to it? Why does it exist? What is it used for? Could it be changed?
When organizing cause and effect paragraphs, you can either:
Start with a cause and show or try to predict its effect (Ex. If handgun ownership is not regulated, more handgun related deaths will occur)
Or
Start with an effect and try to relate and explain its cause (fewer secondary schools offer classes in auto-mechanics because of the expense of the program)
Remember: The fact that one event follows another does not necessarily mean that the first event is the cause of the second
Example:
I wore my socks when I won the tennis match. Wearing those red socks did not necessarily cause my win
Development by classification
Classification is used to show how something fits into a category or how it differs from a category. Some questions you might ask yourself are:
What other things are like it? What kinds of it are there? What is it part of? What goes along with it? What connects it to all the other things in the category?
If developing a paragraph or essay using classification:
Be sure you have an adequate and accurate definition of the category. Ask yourself, why is it important to look at the issue or idea as part of a category. Include both similarities to and differences from the category to create more interest. Make sure there is a point to considering your subject as part of a category. If the category is a literary genre, research that genre for accurate information.
Comparison and contrast
Involves lining up related ideas for a detailed account of similarities and differences. In this kind of essay it is important to decide whether you will be concentrating on similarities or differences. In general, the more similar things are, the more you concentrate on the differences, and vice versa. If you are comparing two works written by the same author, or two love poems, for example, what will interest you will be the differences between them; if you are comparing an Anglo-Saxon riddle with a science fiction novel, the differences will be obvious enough that you will want to focus on the similarities.
Increasing Importance:
Paragraphs are arranged so that the most important point comes last, thus building the essays strength.
Narration is story telling, and is frequently paired with specific and concrete description in essays - will basically be a “descriptive narrative” with event, character, and setting developed with specific sensory details. It may be written in the first or third person point of view, in the past or present tense, and in chronological or non-chronological order. It may contain dialogue or be written in a conversational or non-standard voice. An introductory paragraph written to capture the reader’s interest may be descriptive narrative. An example used to support an idea…
Description is present in all strong writing because it provides the significant details which explain details. These concrete details are the force that carries the more abstract ideas; careful word choice and sentence structure are crucial elements of descriptive writing. Strong description relies on sensory details – what we see, hear, taste, smell, and feel – to create an impression the reader can experience.
Exemplification is the use of examples; the examples must be unified by a controlling idea.
Paragraphs are often developed examples which illustrate a point. But no example can replace logic and evidence; it can only serve to elaborate or clarify a point. Strong writers use examples in all rhetorical situations within all other rhetorical strategies regardless whether the purpose is to express, inform, or to persuade. Examples can help explain definition comparisons, processes, classification groupings, and casual relationships.
Analogy
Writer makes a point by using one thing to explain another. It explains something unfamiliar in terms of something that is likely to be more familiar to the reader.
Although one pattern should serve as the overall organizing framework, you argument can benefit from a combination of these strategies. For example, while the paragraphs may be arranged in ascending order of importance, within the paragraphs it is likely that you will incorporate comparisons, causes, classification or chronology. These principles apply to both the greater structure of the essay and each individual idea.
