How to Write a
Formal Essay
Choosing a Title

Your title must be specific to your topic so that
it is obvious to your reader exactly what your
essay will prove.
Problematic Titles


Romeo and Juliet by John Smith
Romeo and Juliet Essay by John Smith
Problems with these titles:
-William Shakespeare wrote Romeo and Juliet, not John
Smith.
-Romeo and Juliet is too broad a topic.
-Avoid using the word “essay” in your title.
Strong Titles
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The Importance of Choice in Romeo and Juliet by John Smith
Accidental Villainy in Romeo and Juliet by John Smith
The Darkness of Love in Romeo and Juliet by John Smith
The Character of the Nurse in Romeo and Juliet: Friend or Foe? by
John Smith
These titles work because:
-they are specific and focused on the topic of the essay.
-it is clear that John Smith did not write the play, but rather the literary
essays addressing specific elements of the play.
Sample first page MLA format

District 18 Sir Charles
GD Roberts Medal
Format - OWL at Purdue
The Introduction
The Introduction
The introductory paragraph should give
important details.
 Clearly introduce the general topic.
 Provide direction for the essay through a strong
thesis statement.
 Identify the literary work and author.
Example of Topic and Thesis
Example of a general topic:
To Kill A Mockingbird by Harper Lee presents
discrimination against black people.
 Example of a thesis statement:
The persecution of Tom Robinson by the
residents of Maycomb County demonstrates
how an innocent man can be destroyed through
racism.

The Thesis
The thesis is a powerfully worded declaration of the
intent of your essay.
 It states the purpose of the essay and establishes the
focus and direction of the essay which will be proven
in the body.
 It is often stated in the last sentence of your
introduction.
 It is your comment or position on the issue you are
discussing.
A successful thesis statement will help unify your
essay.
How to write a thesis statement
Ask yourself:
 How do you feel about the issue?
 Is there anything about your topic that relates to
something else in an interesting way? If so, how?
 What makes your topic different from any other?
 What are the parts of your topic?
 Can you break down the topic and address only one
specific part of it?
Narrowly focused thesis statements often result in
better writing, especially if the essay is short.
Things to consider:

Be persuasive: you should attempt to convince readers of
something that is not obvious. After all, there is no point in arguing
a point of view that everyone shares.

Your thesis may present a problem that has no easy solution. As
an essay writer, you should choose a problem that you can discuss
in depth.

Your thesis should be supported by all your arguments & facts:
if the thesis does not encompass all of the points in your essay, you
will either have to re-work your thesis or remove unrelated points.
For further consideration:

You might be able to state your thesis as an answer to a
question. For example, the thesis: "essay assignments are a
form of torture" answers the question: "what are essay
assignments?" (This thesis can be disagreed with; somebody
else might answer: "essay assignments are a measure of
student understanding.")

You may develop or modify your thesis through the writing
process.

Don't hesitate to be original. Your thesis may pose an
argument in response to a question nobody has thought of
asking before.
Testing your thesis

Strength: make a list of arguments that support your
thesis. Then, make a list of objections to it. If these
objections are stronger than your arguments, you
should re-work your thesis.

Interest: does it state the obvious? If it's so obvious
that nobody could fail to see it, it's probably not
worth arguing. An interesting thesis offers a fresh,
subtle, or controversial perspective.
Testing your thesis

Specificity: is it too vague? Be sure that you
have narrowed your topic and the thesis
statement is specific.

Manageability: can you handle the topic within
the time frame/space provided? For example,
can your thesis be proven in a 1200 to 1600
word essay?
Refining the thesis statement
Example of a general topic:
Romeo and Juliet is a tragedy. (This is too broad).
 Shakespeare’s Romeo and Juliet is a tragedy that
occurs as a direct result of the decisions made by
characters, not those made by fate.
*Note that the second sentence summarizes the
writer’s argument and sets up a pattern for the
discussion.

Example of an
Introductory
Paragraph
Romeo and Juliet is widely known to be a tragedy, but what
caused the atrocity for which it is so renowned? Some may argue
fate was to blame for Romeo and Juliet’s deaths, that the
situations these young lovers faced were depicted as being out of
their control. Could Romeo have refused to attend the Capulet
masque? Was Romeo destined to duel the raging Tybalt? Did
Romeo and Juliet truly have to kill themselves? If one considers
the specific circumstances and causes of these situations, the fact
that all scenarios are the result of choice rather than chance, and
the notion that the characters were never left without options, only
one conclusion can be determined. Shakespeare’s Romeo and
Juliet is a tragedy that occurs as a direct result of the decisions
made by characters, not those made by fate.
The Body
The content of the body provides facts and
evidence to prove and support your thesis.
 Divide the facts and evidence into paragraphs,
each of which begins with a topic sentence.
 Connect the paragraphs through the use of
transitional expressions.
Sample Body
Paragraph
To fully comprehend how fate and destiny had no role in the
tragic deaths of Romeo and Juliet, the terms “fate,” “destiny,”
and “tragedy” must be first understood. Fate can be defined as “a
power that determines and controls everything that is or happens,”
(Newfeldt 431) while destiny can be described as “what is
predetermined to happen despite of all efforts to change or prevent it”
(Newfeldt 321). Therefore, fate is the entity that decides all that will
occur, and destiny is the decision made by fate. Tragedy can be
defined as the dramatic representation of serious and important
actions that turn out disastrously for the main character. This
indicates that the tragedies in the play were the deaths of Romeo and
Juliet, and to say fate and destiny were not responsible for these
tragedies, is to say the characters of the play, rather than some
intangible force, were aware and in control of the actions that caused
Romeo and Juliet’s deaths.
Transitions

All writers want their papers "to flow." This rather
vague phrase usually refers to the idea of continuity
and progression to which most writers aspire. Often,
a writer will create a well-argued paper, complete
with a strong thesis and substantial evidence, only to
find the paper "dry." Other times, the lack of fluidity
in an essay may stem directly from weakness in the
organization of ideas. In both cases, the effective use
of transitions helps immeasurably.
Identifying connections between ideas:

Just as linked sentences within a paragraph lead the reader, so too
must linked paragraphs direct the reader from one idea to another.
But no writer can cover up a misdirected argument. The first step
in writing a cohesive argument lies in outlining your ideas and
organizing them soundly. Take the time to prioritize your
arguments; exploit the differences between points, set up
comparisons and contrasts, then construct transitions to explain the
relationship between your ideas. Let your organization do the
transition work for you. Often, you need only to state the
relationship between successive paragraphs in order to have a
successful transition.
Example
A paragraph citing the shortcomings of a provincial
lottery ends:
The state focuses nearly all its publicity effort on
merchandising a get-rich-quick fantasy, one that will
come true for only a handful of people, while
encouraging millions of others to think of success as a
product of luck, not honest work.
Or a contrasting view:
While the shortcomings of the provincial lottery system
are numerous, there are sound arguments for allowing
state lotteries to continue and spread...
The reader now sees the relationship between
paragraphs and expects to read a defense of the
lottery system.
Implementing transitions:
The transition process applies to all types of arguments. If
you have strong evidence in each paragraph, transitions
may simply mark the movement from one point to
another.
 If you want to show a cause and effect relationship, you need
only express that connection.
 Whatever relationship your ideas share, identify that
connection and communicate it to the reader.
 You may add to, emphasize, summarize, or end an argument.
Once you know the relationship, the options are plentiful
and logical.
Transitional strategies:



The end of one paragraph can set up a clear connection
to the next paragraph, whether you aim to reinforce or
debunk what has been stated.
One way to create a transition is to repeat a key word
or phrase from the preceding paragraph.
In addition, since all paragraphs should help prove the
thesis, another strategy could be to remind the reader
of that larger goal.
An example:
If your thesis is an attempt to prove Satan to be a sympathetic
character in “Paradise Lost,” you may move from a paragraph
citing Satan's self doubt to another that explains Satan's
monologues:
Because Satan doubts his choices throughout “Paradise
Lost,” he appears human, fallible, and ultimately sympathetic
to reader who identifies with the human rather than the super
human. Another characteristic which suggests Milton viewed
Satan sympathetically emerges in Satan's melancholy
monologues. Like Satan's self-doubt, his monologues display
the manner in which Satan longs for acceptance in Eden...

In the previous example, the word 'doubt' was
repeated and the transitional word 'another,'
connected both paragraphs to the thesis about
Satan's 'sympathetic' nature.
Common
Transitional Words
& Phrases
To link complementary ideas:

again, in addition, at the same time, in the same
way, similarly, likewise, hence, as a result,
furthermore, moreover, secondly, thirdly.
To link conflicting ideas:

in reality, in truth, on the contrary, on the other
hand, nonetheless, however, in contrast.
To demonstrate cause and effect

therefore, thus, so, it follows, then, as a result,
consequently.
Transitional sequence words

after, afterward, ahead of, all through, as,
before, beforehand, during, earlier than, first,
second, third; finally, following, later, now,
prior to, sooner than, subsequently, then,
throughout, while.
Transitional restatement or synonym
signal words

also, as well as, by the same token,
correspondingly, equally, equally so, especially,
for example, in that, in the same way, just as,
likewise, similarly, such as, these, too.
Contrast or antonym signal words

alternatively, although, apart from, but, by
contrast, contrary to that, conversely, despite,
even though, however, in contrast, in spite of
this, nevertheless, nonetheless, not
withstanding, on the other hand, regardless,
some…,but others, still, then again, yet
The Conclusion
The purpose of the conclusion is:



to bring the main argument of your essay to a
close and explain to your reader why your paper
was worth reading.
to remind your reader of your thesis and main
points of the argument, but it should be more
than a restatement of your introduction.
to strengthen your essay by bringing logical
closure to the full scope of your ideas.
Possible strategies for a successful
conclusion



You first need to consider the larger purposes of your
paper.
Ask yourself "Why is my argument important?"
Decide how best to convey this insight to your reader.
Expanding your thesis in this way gives you the
opportunity to highlight the key insights of your
argument.
Possible strategies:



Address ideas from a fresh perspective in order
to encourage the reader to continue thinking
about your topic.
Include something from the introduction, such
as a detail, image, or example, to bring the
argument full circle.
Save a provocative, unexpected, or exciting
insight or quotation for the conclusion.
Example of a
Concluding
Paragraph
To take one’s own life is the sole choice of the one committing
suicide; it is not the responsibility of fate, as only the individual is in
control of his or her own life. Romeo and Juliet’s deaths were the final
result of a long series of consequential choices and actions. The
possibility of tragedy was established with Romeo attending the
Capulet’s masque, and with Romeo and Juliet swearing their love in
marriage with the help of Friar Lawrence. The likeliness of their deaths
was augmented by Tybalt battling Romeo, Romeo’s banishment, and
Juliet and Friar Lawrence’s plan to reunite the lovers. The tragedy
ultimately took form when Romeo and Juliet were faced with the
decisions to kill themselves. At no point in the sequence of events was
Romeo, Juliet, the Friar, or anyone else left without an alternate choice
to his or her actual deeds. They were always conscious of what was
happening around them, and had good ideas as to what may come about
as a result of their actions. There was no intricately designed destiny that
could not have been prevented; Romeo and Juliet’s road to destruction
was paved simply by the poor choices they made and their own fate.
Remember To:

Be authoritative and persuasive.

Write in the present tense– check for verb
agreement.

Give evidence and quotes to support your
personal opinions.
Remember To:

Avoid using contractions. (For example, use cannot
not can’t.) Contractions are colloquial and detract from
the formality of your essay.

Avoid using first person phrases such as: “I am
going to…” or “I want to…” or “I” anything.

Never use the phrases: “In this essay…” or “This
essay is concerned with…” when introducing your
topic and thesis statement.
Remember To:

Avoid using the phrase “In conclusion” to
begin your final paragraph.

Begin and end with a sharp and definitive
statement.

Indent five spaces (tab) when beginning a new
paragraph.
Remember To:

Pay attention to paragraph length. Generally,
paragraphs are 4-6 sentences in length.

Note the opportunities to break up your paper
into interesting bites.

This is also an excellent opportunity to check
for linking sentences (transitions).
Remember To:

Avoid drop-ins; that is, throwing in unrelated material.

Every idea or fact you use must be connected or
explained. For example, it is great to say that
Shakespeare had three children, but so what? You
need to discuss why this is important to your essay or
leave out this information altogether.
Remember To:

Proofread your essay.

Be careful of those commonly confused words like
“there” and “their”.

It takes time to use a dictionary, but it can make a
huge difference in your grade.

Also use a thesaurus – expand your vocabulary!
Remember To:

Revise your essay - the introduction you wrote at the
beginning of your paper may change completely after you
have finished writing.

Avoid padding -- try not to lengthen your essay by repeating
your ideas or concepts over and over again in different terms.

Confirm that your essay has a well-constructed and logical
beginning, a steady and clear progression of ideas, and a
conclusion that summarizes and reaffirms your findings.
Remember, quality is more important than quantity.
Remember To:

Use your own words and not plagiarize.

Make sure that your conclusion relates
directly to your introduction.
Remember To:

Italicize the title of a major literary work (a
novel or play). For example, Of Mice or Men,
or Romeo and Juliet.

Use quotations around the title of a short story,
article, song, or poem. (For example, “The
Lottery,” “The Raven.”)
Remember To:

Use 8.5 by 11 plain white paper without side holes.

Type the final copy in black ink-- size 12 font in Times
New Roman.

Double space the essay consistently throughout.

Staple your essay in the upper left hand corner - no plastic
coverings or duo-tangs.
Remember To:

Use proper margins on all sides (1 inch all
around).

Number the pages properly (refer to MLA
Sample Page).
Documenting Sources

To figure out how to properly document the
sources you use in your essay (in-text citations)
and on a Works Cited page and to avoid
plagiarism, consult one of many useful sites on
the Internet explaining the finer points of
properly documenting sources.
Works Cited versus Bibliography


Works Cited refers to the page where you credit the
sources you have quoted directly in your essay.
Bibliography refers to the page where you credit all
sources you consulted in preparation for the essay
(whether you quoted them directly or not).
For the purpose of a literary essay, you would be
required to have a Works Cited page.
Citation Hyperlinks
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MLA Formatting and Style Guide - The OWL
at Purdue
Bibliography/ Works Cited Maker
Citation Machine
UNB's Guide to MLA Style
Easy Bibliographies
Avoiding Plagiarism - The OWL at Purdue

MLA Sample Paper in PDF