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Elements of Writing: Elements of Writing:

Elements of Writing: - PowerPoint Presentation

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Elements of Writing: - PPT Presentation

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

thesis tybalt paragraph romeo tybalt thesis romeo paragraph analysis argument mercutio fight statement sentence note topic content body love

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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.