ESSAY TERMINOLOGY
Attention Grabber
FUNCTION/ PURPOSE
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Background
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Central/Controlling Idea
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Thesis
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Topic Sentence
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Major Supports
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Minor Supports
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Hooks reader
1st sentence(s) of intro.
paragraph
General/broad concept related to
some aspect of prompt
Provides context for reader
(historical)
If about literature, provides
title/author and brief plot
summary
Provides link between grabber
and specifics of prompt
Connected directly to analysis
part of prompt and commentary
Provides analysis writer is
asserting/ can be proven
If about literature, usually about
theme, purpose, impact on
reader, tone, etc.
Can be combined with the
thesis
Provides content and
organization of paper
Includes subtopics that will be
used to prove central idea
Belongs in last sentence of intro.
States main idea AND assertion
for each body paragraph (kind of
“mini thesis for paragraph)
Tied directly to main thesis
First sentence of body paragraph
Should be able to read T.S. and
ask, “How so?”
Ways in which the assertion
given in T.S. can be proven
Answers, “How so?” from T.S.
Specific quotes, concrete details,
anecdotes, etc. to illustrate each
major
2 minors for each major in
HSPE/MSP-style essay
1 minor (quote) in literary
analysis minimum for each
major
WHAT IT IS NOT
 Unrelated to prompt
 Not a sentence or question
with “you” in it
 Not too specific
 Not a sentence with
title/author in it
 Not too specific to prompt
yet
 Not analysis
 Not a sentence with
subtopics in it
 Not a quote from text
 Not extensive plot summary
 Not plot detail
 Not a basic fact
 Not something that cannot
be proven or already is
proven
 Not a quote from text
 Not unrelated to prompt
 Not a plot detail
 Not a basic fact
 Not a quote from text
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Not a plot detail
Not a basic fact
Not a quote from text
Not a sentence that cannot
be or already is proven
(ie, Scout is one of the main
characters in the novel.) Bad!
 Not too specific
 Not a quote
 Not analysis
 Not a question
 Not analysis
 Not irrelevant examples or
details
SKHS Language Arts Department, 2011
Commentary
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Concluding Sentence
Conclusion Paragraph
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Writer’s analysis
Connects back to analysis-part of
prompt and to central idea
If about literature, usually about
theme, purpose, impact on
reader, tone, etc.
Honors: 2-part commentary—
one sentence analyzing quote
and one or more to present
significance (universally)
Provides closure for body
paragraphs—last sentence of
body paragraphs
Restates T.S.
Optional in shorter essays
Provides closure for essay
Restatement of thesis/ central
idea using different wording
Brief summary of main ideas
presented in essay (esp. in longer
essay)
Final thought-provoking/
memorable (relevant) insight
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Not plot summary
Not plot detail
Not restatement of major
Not unrelated to prompt
No critique of book
No advice to reader
 No quote from text
 No introduction of new idea
 Not exact wording as T.S.
 Not word-for-word
restatement of thesis/
central idea
 No new information
introduced
QUOTING TEXT: MLA
Proper lead-ins
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3 Types: Full-sentence,
Dialogue, Fully embedded
 No “stacking” quotes—all
quotes need lead-in
 No “drive-by” quotes—
thrown in w/no context
Proper punctuation
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Full sentence lead-ins followed
by colon
Dialogue lead-ins followed by
comma
Fully-embedded requires no
punctuation
 No semi-colons before
quotes…EVER
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SKHS Language Arts Department, 2011
LITERATURE
TERMINOLOGY
Tone vs. Purpose
historical/personal context
often important to
understand
Author vs. Speaker
historical/personal context
often important to
understand
Theme vs. Moral
Diction vs. Syntax
WRITING ESSAY
PROMPTS
Literary-Analysis Prompts
Tone: Author or speaker’s attitude
toward his subject
Author: person who wrote the piece
(Consider Langston Hughes’ “Mother
to Son.”)
Speaker: persona or voice
created by the author
Speaker and author may or may
not be the same.
Theme: universal truth or insight
Moral: specific lesson learned
about human nature, the human
through a specific/ single
condition, society, etc. (Should be full experience
sentence—NOT a one-word concept.)
Diction: word choice—specific,
Syntax: sentence structure or
single words or very short phrases
word order
Best if there are 2 parts:
 Examine/Discuss…
 Analyze…
*The phrase “meaning of the work as
a whole” = theme.
Straight Expository
Prompts
May be shorter, more simplistic
May not have analysis component
Try to set up prompt so students can
easily pick 2 or 3 subtopics to support
their ideas.
More HSPE/MSP-like
Persuasive Prompts
Purpose: Author or speaker’s
reason for writing (rarely
simply to inform)
Present a situation, an upcoming
decision, a policy, etc. Ask students
to take a stand on the issue.
Provide tips by pointing them toward
a specific audience, and remind them
to use effective persuasive strategies.
Example: Examine the
author’s diction and syntax, and
analyze what these devices
reveal about his purpose.
Example: Provide an analysis
of the writer’s universal theme
by discussing her stylistic
choices which may include
figurative language, diction,
syntax, symbols, motifs, etc.
Example: If you were stranded
on a deserted island, what two
items would you choose to take
with you, and explain your
choices.
Example: What are some of the
most important life lessons you
have learned from friends or
family. How have these lessons
changed your life/perspective?
Example: In next month’s
meeting, the school board will
discuss implementing school
uniforms. Write a letter to the
board persuading them to adopt
or reject this policy. Use a
variety of appeals (logos, ethos,
SKHS Language Arts Department, 2011
pathos) as well as other
effective persuasive strategies.
SKHS Language Arts Department, 2011