Essay Writing tips
The introduction should set the scene for the essay just as the beginning of a book or play
or movie script does the same. It should set up the issue the question wants addressed.
The introduction should also define any contested terms that appear in the question. For
example:
How revolutionary was the French Revolution?
Depending on the student’s definition of revolutionary, this essay could be answered in
many different ways. Does it mean a political upheaval? Does that political change have
to be permanent? Does the change also have to affect economic, social and cultural
aspects? Does it mean going in a circle and ending up about where we started? All of
these are valid definitions of revolutionary and each could be used to write the above
essay. By defining the contested terms in the introduction, it gives the reader a very clear
understanding of the argument the writer will make and assure that the reader and writer
are operating from the same definition. It will also help to clarify the writer’s thoughts
and give them an additional focus for crafting their argument. The first or last sentence
in the introduction can be the thesis statement.
Begin thesis statement with “Although” because it immediately shows analysis and
relative
importance. The formula the students should use is as follows:
Although x and y were (whatever the question asks), z was (most, least, etc.) (whatever
the question asks).
This format will work for any essay question given to the students, though obviously it
needs to be modified slightly for a four-paragraph essay.
Question: “L’etat, c’moi!” – Louis XIV of France
Evaluate the validity of the above statement.
Thesis: Although he was the state politically and economically, Louis XIV was the state
most culturally.
Question: Assess the relative importance of THREE of the following in developing a
constitutional monarchy in England.
The Petition of Rights, the Glorious Revolution, the execution of Charles I, the rule of
Oliver Cromwell
Thesis: Although the Petition of Rights and the Glorious Revolution were important in
the development of a constitutional monarchy in England, the execution of Charles I was
the most important.
There is no right or wrong for which of the choices the students use, nor what order in
which they are placed. The essay’s grade is concerned about how they argue and defend
their position.
Topic sentences need to be broad, yet narrow. For example, they need to be broad
enough to give the students enough latitude to make an argument, yet restricted so that
they are not all over the place. For example:
Louis XIV showed he was the state through his control of the economy.
This will allow the students to talk all about Louis and the economy. The following
would not be good:
Louis XIV showed he was the state in many ways.
Louis XIV showed he was the state through his control of the economy by raising taxes.
The former statement is too broad and has lost its focus. The latter statement is too
narrow – the only thing the student can discuss is taxes. If he/she tries to discuss
colonies, internal
improvements, etc. it is non-topical.
The body paragraphs should follow the sequence of the thesis statement. So if your
thesis
statement is:
Although he was the state politically and economically, Louis XIV was the state most
culturally.
Then your first body paragraph should be on political issues, your second on economic
issues and your third on cultural issues. The evidence in the body paragraph must
correspond to the limits the student has created in the topic sentence.
The conclusion is a final spot for analysis to occur. The student should NOT simply
restate the thesis or summarize what has been said. The conclusion should draw a
conclusion – some analysis must take place. Use this space to answer the question “So
what?” meaning, why is this issue significant?
QUESTION
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INTRODUCTION
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THESIS STATEMENT
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TOPIC SENTENCE 1
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(Proves part of thesis is true)
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EVIDENCE 1
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(Topic sentence is true because....)
EVIDENCE 2
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(Topic sentence is true because...)
EVIDENCE 3
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(Topic sentence is true because...)
CONCLUDING SENTENCE
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(Transition to next paragraph)
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TOPIC SENTENCE 2
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EVIDENCE 1
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EVIDENCE 2
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EVIDENCE 3
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CONCLUDING SENTENCE
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TOPIC SENTENCE 3
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EVIDENCE 1
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EVIDENCE 2
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EVIDENCE 3
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CONCLUDING SENTENCE
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CONCLUSION
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("So what?")
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