College Prep Essay
Author Search
 On your handout…
 research information about:
 the author August Wilson
 History of African American baseball players
 Jim Crow Laws
 “Fences” (the play)
 Answer the question (paragraph): why do you think we
are going to read the play “Fences” by August Wilson?
As You Read…
 Think about aspects that you:
 Enjoy
 Have questions about
 Don’t enjoy/actively dislike
 Find curious or intriguing
 Characters you feel connected to or interested in
 Characters you really dislike
After the Reading
 Your assignment is to write a paper about “Fences”.
 College requirements
 Where do I start?
 Characterization
 Symbolism
 Theme
Characterization
 What do I write about characterization?
 Are characters believable, dynamic/static, round/flat?
 Do any of the characters represent anything (symbolic
of oppression or compassion, etc)?
 Proof.
Symbolism
 A symbol is usually a concrete object that represents
an abstract idea.
 A dove represents peace or hope.
 A wedding ring symbolizes commitment.
 Your example?
 Find a concrete object and discuss it’s symbolic
meaning.
 Does the meaning change?
 What does the meaning add to the play?
Theme
 The universal idea or life lesson drawn from
reading/experiencing the text.
 How do we find the theme?
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Significant moments of change for characters
Central conflicts
Ah ha! Moments
Beginnings and endings (any tie?)
Titles
 Determine your theme and then prove it with examples
from throughout the text.
 Use a variety of proof points (characters, conflict, and
beginnings/endings)
Today…
 With a partner, in your notebook write a…
 Brainstorm about characters- possible topics.
 Brainstorm about possible symbols.
 Brainstorm about themes (lessons learned).
 One your own…
 Choose which one INTERESTS you most.
 Start formulating ideas to support your chosen topic.
 Look for textual support.
Overview of an Essay
 Intro paragraph
 Thesis
 Background information
 Setting up the paper (what do I need to know?)
 Body paragraph(s)
 YOUR ideas/arguments
 Support from the text
 Analysis of how the text supports YOUR ideas
 Concluding paragraph
 Restates the thesis
 Restates your main ideas
 Ties it to the world/human experience
NO First or Second Person
Perspective
 NO first person: “I think” or “I believe”
 NO Second person: “You can see”
 INSTEAD: “The reader sees” or “The reader knows”
 Keep it in 3rd person: “The reader”, “The audience” or
“people”
Identifying Characters
 Avoid vague (unclear) pronouns
 Pronouns replace nouns
 Ex: he, she, them, it, her, him, they, etc.
 INSTEAD, use…
 Character names or descriptions
 Ex: The princess, her lover, James
Avoiding Vague Pronouns
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(NO) Vague Pronouns Example:
She thought she wasn’t good enough for him.
(YES) Clear sentence structure:
The princess thought the lady behind the door wasn’t
good enough for her boyfriend.
Thesis Statement
 Includes:
 Author
 Title
 Your answer to the question & why.
 In the end of “The Lady or the Tiger” by Frank
Stockton, the princess leads her lover to open the
door of the tiger. The reader knows this because
the princess is semi-barbaric, jealous of the
woman behind the other door, and she knows she
can meet up with her lover in the afterlife.
Overview of a Paragraph
1) Transitional word/phrase
2) Topic Sentence
3) Set up quote
4) Give quote (and page #)
5) Rephrase/Explain quote
6) Analysis & tie back to thesis
Topic Sentence
 Tells the readers what THIS paragraph is about.
 Should relate directly to proving the thesis.
 At the start of EVERY body paragraph.
Using Quotes
 In order for a quote to make sense & be useful, you
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need to:
SET UP the quote
Use a DIRECT quote (exactly the way the text wrote
it)
Include the PAGE NUMBER
EXPLAIN the quote (in your own words)
APPLY the quote (to your main topic)
Set Up Your Quotes
 Set up the quote: WHO is speaking, and any important
context clues
 Ex: The narrator says about the princess, “She loved
him passionately” (3).
Using a Direct Quote
 Term “Direct Quote” means exactly that.
 It comes directly from the text, word for word.
 It does NOT have to be a quote that someone said
to be considered a direct quote.
 However, you may choose the most important part
of the quote which will prove your point.
 Example: The princess was, “…the apple of his eye”
(3).
Include the Page Number
 Page numbers go after quotes (unless included in the
sentence prior to the quote).
 Periods go at the END of the parenthesis, not the
quote.
 Do NOT use “page” or “p.” or “pg.”
 Ex: The narrator stated about the princess, “She was
semi-barbaric”(2).
Page numbers continued…
 Ex: The princess exclaimed, “I hate her!” (4).
 Ex: The king asked, “Do you love him?” (5).
 Ex: The narrator describes the lover’s feelings
saying, “He loved her more than ice cream on a
hot day” (2-3).
EXPLAIN the Quote
 Most people think quotes can stand up for
themselves… they can’t!
 So you have to explain what the quote means, in
YOUR OWN WORDS.
 Ex: The narrator asks the question, “Wouldn’t it be better for him to
die at once, and go wait for her in the blessed regions of semi-barbaric
futurity?” (6). Here the author encourages the reader to remember that
the princess and her lover may also meet up again in the afterlife,
should she choose the tiger for her lover’s fate.
APPLY the Quote
 Once you have put the quote in your own words, you
need to APPLY the quote to your main topic (yep, you
gotta draw the connection FOR the reader).
 We’ll use our previous example…
Example…
 The narrator asks the question, “Wouldn’t it be better for him to die at
once, and go wait for her in the blessed regions of semi-barbaric
futurity?” (6). Here the author encourages the reader to remember that
the princess and her lover may also meet up again in the afterlife,
should she choose the tiger for her lover’s fate.
 This strengthens the argument that the princess chose the tiger. For,
this idea gives the princess the option of choosing the tiger and still
getting to be with her lover. Sure he’ll be dead, but someday they both
will be and at least they’ll be together.
Using Quotes As Proof
 Remember, YOU come up with the idea or the
opinion.
 The quote is PROOF to your reader that your
opinion or idea could be correct.
 Make sure you choose quotes that PROVE your point,
not just something that fills up the page or your need
for another quote.
Transition Words
 Transition words are used to show movement from
one TOPIC to another OR to introduce NEW
INFORMATION.
 Often, they will be used at the start of a new
paragraph or prior to a quote.
 What are some transition words?
 Illustration: for example, in other words, to
illustrate, for instance…
 Contrast: in contrast, contrarily, nevertheless,
in spite of this, conversely, notwithstanding
 Addition: in addition to, additionally,
furthermore, however, similarly, in the same
way, moreover…
 Time/order: Next, second, last, at first,
subsequently, to begin with, meanwhile,
finally, previously, afterwards…
Quick Review
 Avoid “I think” or “you” statements (use “the
reader”)
 Avoid vague pronouns (she, he, them)- Use
character names and descriptions
 Topic sentence includes…
 Explain & apply quotes
 Don’t forget page numbers!
 Transition words
 Quotes PROVE you know what you’re talking
about! 
Overview of a Paragraph
1) Transitional word/phrase
2) Topic Sentence
3) Set up quote
4) Give quote (and page #)
5) Rephrase/Explain quote
6) Analysis & tie back to thesis
Personal Editing Workday
 Search for “I think” or “I believe” (delete!)
 Search for your pronouns (she, he, them)– Have you
used too many? Use character names and descriptions
 Topic sentence for each paragraph?
 Do your quotes have page numbers in parenthesis?
 Title is capitalized and italics or quotes:
 “Fences” or Fences
Peer Editing Workday
 First Editor:
 In each paragraph, does the quote prove the topic
sentence?
 Do the topic sentences prove the thesis?
 Did s/he explain & apply quotes to the thesis?
 Second Editor:
 Are there transition words between ideas or before an
example is given?
 Does the essay flow? Are there areas that are choppy?
 Is the essay insightful and interesting?