Elements of Writing:
The Formal Essay
Format and Content
Introductory Paragraph (take
note)
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The introductory paragraph sets up the
material to be used in the development of a
complete, formal literary analysis. It must
contain the following:
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Title (how is the title of a novel indicated when
the essay is handwritten?)
Genre
Author
Brief Summary (2-3 sentences)
Thesis Statement
The Thesis Statement (take
note)
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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]
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 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.
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.
Form and Content (follow up)
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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).
The introduction also used a convention of MLA
writing—an indentation. 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.]
Body Paragraph(s) (take note)
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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:
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Topic sentence which needs to connect the content
of the body paragraph directly to the thesis
statement. The topic sentence must contain:
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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] 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.
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.
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.
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.
Form and Content (follow up)
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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.
Form and Content (continued)
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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.
The Conclusion (take note)
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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.
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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.
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.
Possible Prompts for Beowulf
Topic 1:
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Based on the material as contained in
the text, define and develop Beowulf’s
character. Does he change over the
course of the text? Does his character
remain entirely the same? Either way,
support the selected idea with a
minimum of three quotes one from
each battle Beowulf undertakes.
Topic 2:
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Using material from across the content
of the text and three of the following
traits from “How to Identify a Hero,”
create a formal analysis explaining
how Beowulf fits the mold of the epic
hero and represents the time and
place in which he lives. Provide a
minimum of one quote for each of
Three of the following:
Taken from—”How to Identify
a Hero” PowerPoint [still topic 2]
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The heroes, ways are beset with dangers
and loneliness
Heroes are neither fools nor invincible
Heroes descend into darkness / “hell”
What a hero finds is usually no more than
a symbol of what he actually seeks to
obtain
Topic 3:
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Compare Beowulf with Hrothgar in
regards to threats to their kingdoms.
Both face external threats. How does
Hrothgar handle the external threats to
his people? How does Beowulf? In the
analysis, which king is a better
representative of his time and culture?
Why? Again, minimum of three quotes
as evidence.
Topic 4:
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Based on the material provided in the
text, develop an analysis of one of the
following motifs selected. Three
quotes from across the literature will
be required with analytical
development.
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Motifs:
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Good vs. Evil
Bravery
Honor through actions
Loyalty