The Formal Essay Format and Content Introductory Paragraph take note The introductory paragraph sets up the material to be used in the development of a complete formal literary analysis It must contain the following ID: 267798
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Slide1
Elements of Writing:The Formal Essay
Format and ContentSlide2
Introductory Paragraph (take note)
The introductory paragraph sets up the material to be used in the development of a complete, formal literary analysis. It must contain the following:
Title (how is the title of a novel indicated when the essay is handwritten?)
Genre
Author
Brief Summary (2-3 sentences)
Thesis StatementSlide3
The Thesis Statement (take note)
In a short literary analysis, the thesis statement should be the final sentence of the introductory paragraph. This sentence, must contain a Subject and what will be Proven / Argued in regards to the subject.
[After this initial essay, I will expect an even stronger thesis statement which will include How the argument will be developed]Slide4
Sample:
One of William Shakespeare’s best known dramatic works is the tragedy of
Romeo and Juliet
. Within this play, Shakespeare examines the joy of love as it competes with
the destructive
power of hate. While hate takes the lives of the title characters, and others, it is only through their annihilation that their love can begin to heal the hatred that has plagued their families for generations. Shakespeare is able to use the violence in the play to demonstrate a simple truth; if people cannot change, they must pay a terrible cost. This concept is developed in the play through the fight scenes involving
Mercutio
,
Tybalt
, and Romeo.Slide5
Second Sample
Set during the Great Depression, Harper Lee’s fictional novel,
To Kill a Mockingbird
addresses the changes that take place in a small, Southern, town due to social customs and race relations. When a black man is wrongfully accused of raping a white woman, it is up to the voice of reason, Atticus Finch, to defend innocence and restore a sense of balance to his community. Throughout the text, Atticus Finch demonstrates that he is a fierce proponent of justice for all people. Slide6
Third Sample:
The epic poem,
Beowulf
, as translated by Burton
Raffel
, defines the role of an Anglo-Saxon warrior,
and later that of a king, through the fantastic battles
of the title character, Beowulf. Within this ancient
world, the dangers brought by the conflicts of men
are not the worst challenges a hero must face; it is
the creatures who are the monstrous embodiment
of evil that truly test the spirit of men. It is in this
way that Anglo-Saxon heroes are created, and with
the passing of Beowulf, only one man is suited to
the task.
Wiglaf
rises to the status of
hero-warrior
and
king
as his actions lend credence to his
words
. Slide7
Form and Content (follow up)
The previous introductions contained all of the mandatory components. Please note that they were short—did not contain wasted words and useless ideas, and each ended with a clear thesis which contains an argument (something to prove) and the reason to prove it (demonstrate and develop a theme in 1 and 2; analyze a character in 3).
The
introductions
also used
the conventions
of MLA
writing--proper format for the title(s) of the work(s) and each was indented.
Please remember, in MLA, paragraphs are indented rather than separated by entirely skipped lines. [just a note, format problems will cost the writer to lose points.] Slide8
Body Paragraph(s) (take note)
Body paragraph(s) is/are used to develop and explain the validity of the argument set up in the thesis statement. A body paragraph must contain the following:
Topic sentence which needs to connect the content of the body paragraph directly to the thesis statement. The topic sentence must contain:
The subject of the body paragraph
What component of the argument (thesis) will be proved to provide support.
One or more direct quotes [with
lead-ins and proper citations]
from the literature to provide support / evidence for the thesis statement
Analysis / explanation of the quotations to show How, Why, What About the quote proves the thesis is true.Slide9
Sample
Tension among Romeo, Tybalt, and Mercutio illustrates an opportunity to change for the better and for peace that fails.
In the opening scene of the third act, Romeo attempts to avoid an argument and escalating sword fight with Tybalt; even though Tybalt attempts to bait Romeo, Romeo sets up the possibility for change when he replies,
“I do protest, I never injured thee, / But love thee better than thou canst devise, / Till thou shalt know the reason of my love: / And so, good Capulet,--which name I tender / As dearly as my own,--be satisfied”
(82-86
). Romeo is very careful to speak kindly to Tybalt; his repetition of the word “love” and referencing Tybalt as a “good Capulet” help to create a calm and conciliatory atmosphere. A further compliment to Tybalt is paid when Romeo specifically states that he values Tybalt’s name (and therefore family) as equal to his own. The elevation of his enemy to a place of honor is Romeo’s attempt to quell violence and begin a pact of peace between the families.
Explanation/analysis is bracketedSlide10
Paragraph Continued
Despite Romeo’s efforts to calm tempers and mediate the violence, Mercutio desires action and perceived honor. Mercutio taunts Tybalt when he draws his sword and calls after him,
“O calm,
dishonourable
, vile submission! / . . . .Tybalt, you rat-catcher, will you walk?” (87 and 89). Mercutio’s word choice is
inflamatory
and insulting. He accuses Tybalt of being cowardly and less than a man. “dishonorable, vile, submission” all show a lack of will and worth due to a willingness to put away his sword. He further taunts Tybalt by asking him if he is choosing to “walk” away from the fight. Mercutio’s feels disdain towards a nonviolent resolution, and his intent is to force Tybalt to fight or be called out publicly for lacking honor.
This would continue until the entire argument has been fully developed, defended, and defined.Slide11
This is how the ENTIRE paragraph appears on one slide:
Tension among Romeo, Tybalt, and Mercutio illustrates an opportunity to change for the better and for peace that fails. In the opening scene of the third act, Romeo attempts to avoid an argument and escalating sword fight with Tybalt; even though Tybalt attempts to bait Romeo, Romeo sets up the possibility for change when he replies, “I do protest, I never injured thee, / But love thee better than thou canst devise, / Till thou shalt know the reason of my love: / And so, good Capulet,--which name I tender / As dearly as my own,--be satisfied” (82-86). Romeo is very careful to speak kindly to Tybalt; his repetition of the word “love” and referencing Tybalt as a “good Capulet” help to create a calm and conciliatory atmosphere. A further compliment to Tybalt is paid when Romeo specifically states that he values Tybalt’s name (and therefore family) as equal to his own. The elevation of his enemy to a place of honor is Romeo’s attempt to quell violence and begin a pact of peace between the families. Despite Romeo’s efforts to calm tempers and mediate the violence, Mercutio desires action and perceived honor. Mercutio taunts Tybalt when he draws his sword and calls after him, “O calm, dishonourable, vile submission! / . . . .Tybalt, you rat-catcher, will you walk?” (87 and 89). Mercutio’s word choice is inflamatory and insulting. He accuses Tybalt of being cowardly and less than a man. “dishonorable, vile, submission” all show a lack of will and worth due to a willingness to put away his sword. He further taunts Tybalt by asking him if he is choosing to “walk” away from the fight. Mercutio’s feels disdain towards a nonviolent resolution, and his intent is to force Tybalt to fight or be called out publicly for lacking honor. Slide12
Form and Content (follow up)
The first sentence is the topic sentence. It has a clear connection to the thesis [it states what part of the thesis will be developed within the paragraph], and it guides the content of the paragraph. Nothing may appear in the paragraph that does not fit under the “umbrella” of the topic sentence.
Again, the paragraph is indented to indicate that all of the material contained within it is part of the same purpose.
The quotes have lead-ins [which function to polace the material inside of the larger body of the work AND to help set up the analysis. A strong lead-in will alleviate the need to summarize an entire scene.
The quotes also follow the form determined by—yes, that’s right—MLA. Slide13
Form and Content (continued)
The analysis of the quote does NOT simply restate the quoted material.
The analysis takes the quoted material apart (piece-by-piece) and asks HOW does this quote support the topic / thesis; WHY does this quote support the topic / thesis; WHAT ABOUT this quotes supports the topic / thesis? The answers to these questions provides the analysis.Slide14
The Conclusion (take note)
The function of the conclusion is to actually draw or come to a conclusion—in a science class this would be the final step to a lab report. What has actually been learned? How has the argument (experiment / hypothesis) been proven and successfully defended?
Do NOT begin a conclusion by writing “In Conclusion”. . .a speech may have this, but a literary analysis should not.
A conclusion should not introduce new material, AND it should not be a simple summary.
Please Note: in this class, should the writer be unable to write a conclusion due to a genuine lack of time, there will be no punishment assessed.Slide15
Sample
Great shifts in behavior occur as a result of dramatic, often traumatic, events, and so it is with the characters in
Romeo and Juliet
. Shakespeare demonstrates the sad outcomes of being selfish and stubborn; moreover, he leaves the audience to wonder if the lesson learned has really been worth the cost.